this module is an excellent reminder that there is more than one way to communicate with students, but it's best to both evaluate the communication tools and set limits on them. As an ESL instructor I can see that the ways I can communicate with students differ by the student level, the type of course and the times. it's both more difficult and easier to engage with students in a pandemic.

I've learned some new ways to make myself visible inside the course I'm teaching.  I've learned a few ideas that I didn't know about or thing about.  I'll be sending an individual email to each student next term.

This is a more complete list of all the things one should know before beginning teaching an online course.  It's a list of what teachers should know how to do, but it's also essentially a list of things that instructors should be clear with their students about by presenting in the syllabus.

This module is really helpful, but one of the sentences I thought was most helpful was, that ti may be easier to create a new course, rather than convert a F2F course. I've been apporaching this process of converstion in the wrong way.  As they go on to say, we're supposed to end with a class and not an online book.  I've got a lot to think about and I'm also using someone else's organizational layout. I knew that wasn't working.  I'm using a lot of these tools for the first time, so I have made a lot of discoveries… >>>

I'm taking this course to learn more about organization so this is really relvant.  The discussion between synchronous and asynchronous courses seems to involve additional factors such as what type of class and who are the learners.  I think this platform is thinking only of English speaking students or teachers.  I'd like to see additional information about what factors should be considered.  Since we're in the age of coronavirus, all teachers have been pushed online.  Some are doing asynchronous courses and some synchronous.  I'm curious why teachers have made one decision over another.  I suspect it's level of language proficiency,… >>>

What I got out of this module was that tech tools need to be matched with the instructor teaching style.  There isn't a one size fits all answer.  But that we're all capable to adjusting learning styles just as we can adjust tech tools because the more important part of the equation is that we can meet student learning outcomes (which I already knew was true).

I intend to apply the material by reflecting on my current class and how I can more effectively match the tools to my student needs.  I've already determined that the ones I'm currently using… >>>