Mark Johnson

Communities don't happen by accident.

Students make academic connections and improve their personal communication when they feel safe enough to share struggles, ask each other for advice, and discuss life beyond coursework. But this only happens when we (instructors) build a real community, instead of just forcing interactions.

Silence is information, not defiance.

When students go radio-silent, it tells you something broke. It could be technology barriers, unclear expectations, fear of looking stupid, or just that the activity has no clear purpose. This is especially true, depending on the generation. I've found that Gen X likes to get to the point. And to a Gen Z student, submitting a missing assignment IS communicating with the instructor.

The fix isn't nagging. It's consistent outreach to see what failed.  

ANY communication gap is a leadership gap.

Students don't always step into the classroom knowing how to communicate. The fact is, most of their digital lives happen in spaces where emojis replace nuance and "k" passes for a sentence.

Online courses often strip out the nonverbals that make face-to-face communication work. No body language. No facial expressions. No vocal tone. 

I think the most important mindset an instructor can have is that it's not their job to police tone. It's to model what professional online communication looks like before problems emerge.

The biggest takeaway for me is function over features. I see a lot of implementations of tools. Once the tool is selected, people try to use ALL the tools ALL the time. Not every feature is necessary...or helpful. Often this creates a cognitive overload, especially when features are piled on...even when they don't serve the learning objective.

Our focus should be on having students apply what they are learning in real-life contexts throughout the entire learning process.  Integrating practical experience early on, and online learning can play a significant role by offering projects that use various technologies and provide instant feedback.

Learning the trades online is not only flexible for students but also extends the educational possibilities. It goes beyond:

• Trade-specific skills
• Career readiness
• Soft skills training
• Mentorship

This comprehensive approach ensures that students are equipped to learn a trade AND to succeed in their careers.

Assume our students are modeling our behavior...because they are. And not just our technical skills...but all of our skills.