The COVID-19 pandemic presented unique challenges. 2021 was an interesting year because we had overcome the worst of the teething problems of remote learning but were able to resume some in-person activities. I present experiences from a second-year computer architecture course that I have taught since 2014 to illustrate that some lessons from operating under pandemic conditions can apply to running courses under more normal conditions. 2021 was an interesting year because we reintroduced in-person pracs partway through this course, allowing students to reflect on the difference this made. Reflection on what did and did not work in the course points to possible improvements in pedagogy in more “normal” times. In isolation, the very positive feedback in a course survey may be flattering but there are useful insights to be drawn from what worked. Drawing on ideas from the social construction model of education, where students should be actively involved in learning, and agile software development, results in some insights that may generalize. The kind of feedback that is part of agile development can be layered on top of formative assessment. Empathy with difficulties faced by a class can make a class more involved in the strategy for course delivery. In 2022, without COVID constraints, some of the lessons were applied with positive outcomes.