Searching for "educause faculty"

Educause 2020 IT issues survey

https://www.surveygizmo.com/s3/5155654/IT-Issues-2020?sguid=60122224

what i find most important:
Future IT Workforce: Deploying a broad array of modern recruitment, retention, and employment practices to develop a resilient IT talent pipeline for the institution

Digital Integrations: Ensuring system interoperability, scalability, and extensibility, as well as data integrity, security, standards, and governance, across multiple applications and platforms

Engaged Learning: Incorporating technologies that enable students to create content and engage in active learning in course curricula

Student Retention and Completion: Developing the capabilities and systems to incorporate artificial intelligence into student services to provide personalized, timely support

Administrative Simplification: Applying user-centered design, process improvement, and system reengineering to reduce redundant or unnecessary efforts and improve end-user experiences

Improved Enrollment: Using technology, data, and analytics to develop an inclusive and financially sustainable enrollment strategy to serve more and new learners by personalizing recruitment, enrollment, and learning experiences

Workforce of the Future: Using technology to develop curriculum, content, and learning experiences that prepare students for the evolving workforce

Holistic Student Success: Applying technology and data, including artificial intelligence, to understand and address the numerous contributors to student success, from finances to health and wellness to academic performance and degree planning (my note: this is what Christine Waisner, Mark Gill and Plamen Miltenoff are trying to do with their VR research)

Improved Teaching: Strengthening engagement among faculty, technologists, and researchers to achieve the true and expanding potential of technology to improve teaching

Student-Centric Higher Education: Creating a student-services ecosystem to support the entire student life cycle, from prospecting to enrollment, learning, job placement, alumni engagement, and continuing education

faculty training for online teaching

he EDUCAUSE Blended and Online Learning Constituent Group Listserv

Quick poll – do you require your faculty to be trained how to teach online before they are allowed to teach an online course at your institution?

Kristen Brown, Assistant Director, UofL Online

YES. Our faculty are required to complete two classes. One on using the LMS and the other is a 5-week moderated course called Teaching Online. Both courses are offered online.

Linda C. Morosko, MA   Director, eStarkState Division of Student Success

Chad Maxson, EdD │  Dean of Online Learning, Olivet Nazarene University │ Center for Teaching and Learning One University Avenue │ Bourbonnais, IL  60914

Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2 Paramus, NJ 07652

The online academic program director (i.e. MBA, M.Ed.) and I meet with each new instructor to go materials that cover providing instructor presence and best practices in general. I also ask that they sign something that lists 14 online teaching practices we expect as an institution. They also have to complete some LMS training so that they can post announcements, participate in discussions, and manage their gradebook.

We are currently designing a more formal 6 hour online training that is required.

Course design is separate and that’s a 16 week process with our designers.

Tex Brieger  Director of Distance Education (814) 871-7134

Absolutely.  Also, we give them a stipend to attend the training and develop and online course.

Linda S. Futch, Ed.D. Department Head, Course Design and Development Center for Distributed Learning University of Central Florida

I think the bigger need is for ongoing training for recertification to teach online as technology and online pedagogical models evolve over time.

Kelvin Kelvin Bentley <timelord33@GMAIL.COM>

At Suffolk yes, we do.  Over time that went from essentially “how to make the LMS work” to a Faculty Academy where faculty spend an entire semester working as a cohort to examine online pedagogy and best practices.  The latter works much better for sound course development.

Doug Kahn College Assistant Dean for IT Operations Suffolk County Community College 533 College Road Selden, NY 11784

I can’t speak of other accrediting bodies, but SACS-COC is fairly clear in its documentation that faculty should be adequately trained before teaching online. Prior to my arrival at U of R in 2015, I worked for 20 years at E. Carolina U. which has a large assortment of online programs and courses. I assisted in the process of designing several online training modules that were to serve as “basic training” (with assessments) for online instructors…directly due to needing to meet accreditation guidelines. As part of documentation for reaffirmation/reaccreditation, had to provide documentation showing that faculty had successfully completed the training. I believe it is required to complete every three years.

Michael Dixon, Assistant Director Center for Teaching, Learning & Technology University of Richmond


I wish we did, but we do not.  We run up against contract issues with.  Certainly, this could be changed with institutional will but would require a shift in how our agreements with the faculty union.

TRAVIS FREEMAN, MFA  EDUCATIONAL DEVELOPER FACULTY AND CURRICULUM DEVELOPMENT CENTRE (FCDC) Office Location: 113 McCaul St, Room 501 T 416 977 6000 x3358 E tfreeman@ocadu.ca

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more on online teaching in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+teaching

IT and faculty

pro domo sua

The Odd Couple: How Ed Tech Must Support Vastly Different Types of Professors

March 25, 2016

In one sense, the LMS has been a huge success. In just a few years starting in the late 1990s, purchases by colleges of these systems went from zero to some 90 percent of all American institutions.

Actual adoption by professors, however, has been a different, slower story. Just over half of students reported using an LMS in most or all of their courses as recently as two years ago, two decades after the creation of modern learning-management software. In short, professors aren’t as sold on using an LMS as administrators are.

educational technology and faculty development

Educational Technology and Faculty Development in Higher Education

http://net.educause.edu/ir/library/pdf/ers1507.pdf

 The Potential of Mobile Devices for Teaching and Learning

Despite the near ubiquity of student laptops and smartphones, in-class BYOD is still an emerging practice.

Educause 2015

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

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Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.

Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
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Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement.
Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development

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Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



Mozilla Open Badges 101: Digging into Badges (a webinar)

personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags

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Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it.
OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
    • Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
    • D3 (For Data Driven Documents)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization

qRealm of research but moving into the mainstream

qCan same visualization serve both purposes?

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iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================

The Avalon Video and Audio Repository for Libraries and Beyond

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
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Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library.
Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus.
OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required

10 Handout – Forms and Resources
3 MB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
00 Workshop Presentation File
12 MB, Powerpoint Slides

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Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines.
Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines

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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation.
Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Session Type: Concurrent Session
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions.
Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

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Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.

educause 2015

8:00 AM11:30 AM

Meeting Room 231-232
Session Type: Morning Seminar
Meeting Room 140-141
Session Type: Afternoon Seminar
Meeting Room 241-242
Session Type: Afternoon Seminar
Sagamore Ballroom 6
Meeting Room 132-133
Session Type: Discussion Session
Sagamore Ballroom 4
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Shoji Kajita
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Leslie Kennedy
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Jon W. Dunn
Session Type: Poster Session
Sagamore Ballroom 4
Rob Peregoodoff
Meeting Room 237-238
Session Type: Concurrent Session
Meeting Room 231-232
Session Type: Concurrent Session
Meeting Room 132-133
Session Type: Discussion Session
Meeting Room 203-204
Wabash Ballroom 2
Session Type: Concurrent Session
Meeting Room 201-202
David Stack
Session Type: Concurrent Session
Meeting Room 239
Rose A. Rocchio
Session Type: Discussion Session
Sagamore Ballroom 5
Jaime Casap
Session Type: Featured Session
Meeting Room 201-202
Session Type: Concurrent Session
Meeting Room 203-204
Meeting Room 134-135
Tanya Joosten
Session Type: Discussion Session
Meeting Room 237-238
Session Type: Concurrent Session

synchronous solution for student to students and faculty to student interactions

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [BLEND-ONLINE@listserv.educause.edu] on behalf of Meagher, Tina [meagher@XAVIER.EDU]
Sent: Wednesday, February 12, 2014 11:44 AM
To: BLEND-ONLINE@listserv.educause.edu
Subject: [BLEND-ONLINE] Synchronous solutions..

Hello,

I am leading a project group that is looking into a synchronous solution for student to students and faculty to student interactions. We recently started to use Canvas for our LMS and slowly moving away from Bb. Many of the faculty were using Wimba for synchronous classes and moments. Now faculty and students are using a combination of Big Blue Button, Webex, Skype and Google hangouts. We are trying to find a single solution for this. Can anyone let me know what they are using at their school for synchronous classes or moments, student group work and virtual office hours. Thanks so much for your time…

Tina

——-

Tina Meagher

Manager

Video and Digital Media Services

The Digital Media Lab

http://www.xavier.edu/dml

T:  (513) 745-3682
Xavier University
3800 Victory Parkway, Cincinnati, OH 45207-0000

http://bigbluebutton.org/

http://www.zoom.us/ + https://canvas.instructure.com/login

 

 

 

higher ed fall 2020

SIX SCENARIOS: WHICH ONE WILL YOUR U.S. COLLEGE OR UNIVERSITY EXPERIENCE THIS FALL?

ANTHONY MORETTI

Six scenarios: Which one will your U.S. college or university experience this fall?

  1. Option 1: Shut down for fall
  2. Option 2: Start on ground, finish online
  3. Option 3: Start on line, finish on ground
  4. Option 4: Start on ground, finish on ground
  5. Option 5: Start online, finish online
  6. Option 6: Multiple on ground and online periods

These scenarios omit two critical components of the campus: the many men and women who can’t work from home and extracurricular activities.

Layoffs and furloughs must be the last option; pay cuts/freezes and other cost-saving opportunities must be exhausted before even one person is laid off this fall.

Extracurricular activities must be undertaken with an abundance of caution. Only those activities that are essential and can’t take place virtually must be held. Social distancing must be practiced, no matter the health conditions that exist at the particular time.

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How the Coronavirus Will Change Faculty Life Forever

As the pandemic wears on, expect heavier teaching loads, more service requirements, and more time online

By Bryan Alexander MAY 11, 2020 

https://www.chronicle.com/article/How-the-Coronavirus-Will/248750

(no access to the Chronicle? Not problem: use this link – https://bryanalexander.org/scenarios/two-competing-visions-of-fall-higher-education-plus-a-ghostly-third/)

fall 2020 tech prep by IT_EDUCAUSE


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more on higher ed options for fall 2020 in this IMS blog
http://blog.stcloudstate.edu/ims?s=covid

Emergency Remote Teaching and Online Learning

The Difference Between Emergency Remote Teaching and Online Learning

 Published:

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.

“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.

Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option

Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.

Online learning design options (moderating variables)

  • Modality
    • Fully online
    • Blended (over 50% online)
    • Blended (25–50% online)
    • Web-enabled F2F

    Pacing

    • Self-paced (open entry, open exit)
    • Class-paced
    • Class-paced with some self-paced

    Student-Instructor Ratio

    • < 35 to 1
    • 36–99 to 1
    • 100–999 to 1
    • > 1,000 to 1

    Pedagogy

    • Expository
    • Practice
    • Exploratory
    • Collaborative

    Role of Online Assessments

    • Determine if student is ready for new content
    • Tell system how to support the student (adaptive instruction)
    • Provide student or teacher with information about learning state
    • Input to grade
    • Identify students at risk of failure
  • Instructor Role Online
    • Active instruction online
    • Small presence online
    • None

    Student Role Online

    • Listen or read
    • Complete problems or answer questions
    • Explore simulation and resources
    • Collaborate with peers

    Online Communication Synchrony

    • Asynchronous only
    • Synchronous only
    • Some blend of both

    Source of Feedback

    • Automated
    • Teacher
    • Peers
Source: Content adapted from Barbara Means, Marianne Bakia, and Robert Murphy, Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014).
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.

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More on online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+learning

remote class

Remote teaching literature:
breaking up synchronous sessions with hands-on. This requires strong skills for virtual presenting. A nice little simple book on this: https://www.amazon.com/Exceptional-Presenter-Goes-Virtual-Person/dp/1608320464:
Koegel, T. (2010). The exceptional presenter goes virtual (1st ed.). Austin, Tex: Greenleaf Book Group Press.
The book, unfortunately, is available through ILL and ILL is suspended.
about analytics and the length of attention is evidence-based findings from a paper by Guo on giant Moocs. https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/
This Black Swan event means we are doing something in a few weeks it should take five months to complete. Call it “Remote Teaching” Nice resources: https://umaine.edu/citl/emergency-remote-teaching/
by Jeremy Kemp <jwkemp@SCU.EDU> from the Educause Blended Learning

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Keep Teaching During Campus Emergencies

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