Clifford Vaught

I think one of the big shortcomings I see in my institution is in the onboarding of students.  Many of the points here about communication competency and technical competency appear in my virtual classroom, making me suspect that there is no assessement upon enrollment.

I think it's very important to set boundaries in communications.  I'm an adjunct and work a full time job.  My students know not to call or text me - send me an email that I can check on a break. 

What I find difficult to understand is the context of these courses that seem to imply that an instructor is free to use whatever tools are avaialble on the market.  At my university, we use Zoom.  That's it.  We don't Skype; and to my knowledge, we don't use social networking platforms.  I would be opposed to social networking - I'm the professor - not a friend.

I really like the idea of posting a summary of a discussion at the end.

The one thing I see here that may not apply to all situations is that at my university, the professors don't design the courses.  Yes - we review, make suggested changes, etc. but the course design is handed to us.

Copious feedback is critical.  I'm not a fan of being the technical expert for the technology used in our courses.  We have help desks for that.

Moodle and Zoom pretty much cover all the differnt technologies and types covered.

I think it would be helpful to have a survey early in the term to assess the student's technology base and equipment.

I wouldn't consider a student's input to be the only thing considered in revising course material.

I wish we had the time and resources to implement the many concepts in this section.  Feedback is one I believe I'm strong in but assessments - no.

I didn't find this section particularly applicable to my situation.  My university runs 9 week terms.  I wouldn't go through the effort to create online communities for each class, each term.  That's too much.  If it's done at a higher level and not specific to the course, then I can see that.