A number of incidents occurred over a period of time which prompted the author to innovate regarding the delivery of his courses. First, he had begun to teach a course without the use of a textbook. While he had developed a comprehensive workbook to supplement the classes, the author had some concern for those students who might miss class but would not have a textbook to help them catch up. The following semester foul weather (snow and ice) arrived the day he was to teach the first class of a course. The university did not cancel classes, but the author began receiving e-mails from a number of students who would not be able to attend. He taught the class as scheduled, but also wanted to help those students who missed an important and foundational class period. Later, thanks to university budget cuts, the class section of one of my courses was significantly increased. The author was concerned about foot-traffic through his office and so was prompted to think about ways to provide students with resources they could access before visiting, particularly if they missed class. Finally, the author was given advance notice that he would be teaching a student with a vision-disability who would not always be able to read what he wrote on the board (some days she could see better than others). What assistance could he provide for this student? In response to each of the above-described incidents, the author thought that recording a semester-long series of class sessions could provide the solution. For the first two incidents he created audio-only recordings; for the third and fourth incidents he created video recordings. This Postcard describes the authors efforts to create the recordings and how he then used iTunes U and YouTube to make these recordings available to students. The author has attempted to highlight the lessons learned so that the "Postcard" might be useful to others who decide to pursue this route.