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Free ebook on course design in hybrid learning

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Free ebook on course design in hybrid learning

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We compiled this ebook as a resource to support instructors enhance teaching and learning in different course settings (online, hybrid, blended, or hyflex). In this you will find summary of key highered trends, 6 steps to design flexible courses with examples and use cases, along with suggestions of teaching tools to be utilized.

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A practical guide to create meaningful learning experience any course modalities

Flexible teaching should be the key to build the higher education we deserve. However, implementing flexible teaching comes with challenges: the difference in varied course settings (online, hybrid, blended, and hyflex), the difficulty in learning a new teaching technology, and the uncertainty of the pandemic. Instructors then need to remain resilient and innovative to overcome these pitfalls, but you also need support. That's why we compiled this ebook as a resource to assist you in transforming teaching and learning.

In this ebook, you will find:

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Quality online teaching and learning: A guide to flexible course design

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Flexible teaching should be the key to build the higher education we deserve. However, implementing flexible teaching comes with challenges: the difference in varied course settings (online, hybrid, blended, and hyflex), the difficulty in learning a new teaching technology, and the uncertainty of the pandemic.

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Webinar on 28 April: How to personalize online learning in higher education

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Webinar on 28 April: How to personalize online learning in higher education

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Hi! I want to share this webinar taking place next week on 28 April. The speakers will discuss how evidence-based pedagogical technology can help universities establish robust personalized online learning ecosystems and deepen their pedagogical offerings.

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Future-Proof Digital Teaching and Learning Ecosystems | Free Webinar

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Join us on April 28th to discover the best long-term strategies for cultivating personalized learning in Blackboard with Andrew Feldstein from Fort Hays State University.

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Making animated videos with Powtoon is a great fun; it seems an effective and engaging tool especially in flipped classroom.
https://www.powtoon.com/creators/?utm_source=google&utm_medium=cpc&utm_campaign=2021_04_brand_ar&cq_src=google_ads&cq_cmp=2041480493&cq_term=powtoon&cq_plac=&cq_net=g&cq_plt=gp&ad_id=528014776969&ad_group_id=73656412458&keyword=powtoon&gclid=Cj0KCQjwtrSLBhCLARIsACh6RmiDSRPjQi3arUOb-WANBD5s9aD8QhN_fZF-bX8Jy1QLBcYVnOeM_7gaAobdEALw_wcB

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VIDEO CREATION MADE EASY

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Powtoon | Create Awesome Videos Yourself

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VIDEO CREATION MADE EASY Dream bigger. Reach and engage your audience, anywhere with powerful videos in every style, for every audience - no design skills needed. Effortlessly create high quality, on-brand videos and visual content for clients, at scale. Promote your business with captivating videos for company announcements, kickoffs, social media, and more.

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I usually deal with my young learners , FS2 , as a big mind human. I take their opinion on what activities want to do and discuss together the decisions. That way give them self confidence and encourage them to be independent person.

yours,
Salwa Behairy

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I like this youtube channel too much. I provided me with ideas and strategies that I can use in teaching https://youtube.com/c/MikesHome
You can give it a try

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During the lock down of Covid-19, all of us felt really lost. It was really an unpredictable situation. We tried to help each other up. For me, I started a FB group to help teachers, parents and students. Now, my face book group has about 3k members. I presented many online sessions on using technology in teaching. I also worked on my own CPD.

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online webinars and platforms also youtube channels could s@gmail.comerve to coincide with the current events https://www.youtube.com/channel/UCiXBg7i0ZrP68Tw5bDYVJ6A
also you can follow the platform https://www.facebook.com/Relo-Azhar-Mentors-Platform-109138064097796

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Actually,after covide 19 people felt confused but Some people exploit the duration of lock down in professional development. For me I make the best for this time indeed, it is a turning point in my life because I attended alot of webinars and conferences as well as I delivered some sessions .Really, all face to face activities and courses are changed to virtual learning.
All in all, the time of lock down is a transition time for changing some aspects in our life particularly teaching techniques.

Iman Hassan       from Egypt

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Due to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- EgyptDue to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- EgyptDue to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- Egypt

Due to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- Egypt

Due to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- Egypt

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Due to the lockdown, People were in a mess both psychologically and emotionally, and even sometimes mentally. For me I was not able to think in a correct way. I was totally distorted. However, the emergence of online learning was a way out for me. I began taking many free courses. I also began attending and delivering many sessions and workshops for other teachers online. That was a great success. It helped me out.

Online learning is a step forward in my professional development journey.

Amany Kheriba- Egypt

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Trying online learning platforms has added to me a lot to my own knowledge. Since pandemic has immersed the importance of virtual learning, learning occurs everywhere and at ant time.

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Hi, everyone.

I would like to give a short presentation about online learning communities.

What is an online learning community:

it is a group of learners who interact and collaborate virtually using online applications, groups and platforms. It is a way to encourage self learning strategies as it could happen at anytime and anyplace.

Benefits of  an online learning community:

it encourages learning and involve learners with a variety of resources.

engaging into more than one course at a time.

integrate many courses together.

help learners have the needed skills to deal with technology.

it focuses on the learning outcomes.

encourage interaction with different people of different places.

Best Regards,

Mohamad Fayez,

Egypt

References:

Geer, R., & Au, W. (2002, December). The online learning community: strategies, problems and issues. In International Conference on Computers in Education, 2002. Proceedings. (pp. 376-377). IEEE.

Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487.

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Create to Communicate: https://americanenglish.state.gov/resources/create-communicate-art-activities-efl-classroom

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Promoting creativity in the virtual classroom

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Promoting creativity in the virtual classroom

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Attached one of my online webinars though one of the international conferences.
https://youtu.be/ZGxrT1KNW-c

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Promoting Creativity in the Virtual Classroom

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I used to invest my time and add to my professional development. Share and cascade knowledge, attend webinars and courses. So, I learn then teach new things with my colleagues.
Anan-Egypt

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At https://www.ibct.com

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Business Continuity & Resiliency Professional designation at https://www.nibcm.net.

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Online BCM training and certification programs at https://www.bcmcourses.com.

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online business continuity audit training

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Welcome to our Online Business Continuity website. For in-person courses, visit the Institute for Business Continuity Training at https://www.IBCT.com. Questions? Contact Jack Alexander at alex@IBCT.com

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The Institute for Business Continuity Training is providing free Continuity Plan templates and samples at https://www.ibct.com.

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online business continuity training courses

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Welcome to the Institute for Business Continuity Training

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Online Business Continuity Training - The Institute for Business Continuity Training provides comprehensive online and onsite business continuity and disaster recovery training and free resources for all types and sizes or organizations, from Fortune 500s to 1-person entrepreneurs. We can help you!

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CyberSecurity, Pandemic Planning and more at https://www.ibct.com.

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OLC Institute for Professional Development (OLCInstitute)

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See all the wonderful things OLC Institute for Professional Development has made

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How I’m Spending My Pandemic Summer Vacation Teaching Online Resources

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How I’m Spending My Pandemic Summer Vacation Teaching Online Resources

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(The Chronicle of Higher Education) A professor creates a syllabus to guide herself and other faculty members in preparing for more remote teaching this fall, amid Covid-19.

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IBCT is providing unrestricted access to hundreds of free BCP templates, files, etc at https://www.ibct.com.

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IBCT is providing unrestricted access to hundreds of free BCP templates, files, etc at https://www.ibct.com.

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Free to use for schools and teachers for life. It's an online Math program with a gamified learning model for kids across K-5

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SplashLearn: Fun Math & ELA Program for PreK-Grade 5

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SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

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3 tips for engaging & empowering students who are using online communities

https://twitter.com/CanvasLMS/status/1267560903660023813?s=20

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3 Tips for Engaging and Empowering Students Using Online Communities

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Webinar: Maintaining Community and Retaining Students in Times of Change

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Webinar: Maintaining Community and Retaining Students in Times of Change

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Join higher education experts for a discussion on student community and its importance in these uncertain times. Dr. Omid Fotuhi (Director of Learning Innovation, WGU Labs) and Dr. Kevin Kelly, (Lecturer faculty, San Francisco State University) will examine questions on student equity and the psychology behind student belonging in the current landscape of virtual learning. Moderated by Katy Kappler, Co-Founder and CEO of InScribe.

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This link to the event is no longer valid.
This may be because the event has been cancelled, the event has ended, or you have been removed from the invitation list. For more information, contact the host.

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This link to the event is no longer valid. This may be because the event has been cancelled, the event has ended, or you have been removed from the invitation list. For more information, contact the host.

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Free "Getting Started Online" Advice Session & Roadmap

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Free "Getting Started Online" Advice Session & Roadmap

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Jottful is offering small businesses & self employed folk personalized guidance on the best technology and people to get your business not only online, but to succeed. In addition, Jottful is also offering free marketing services!

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Free Personal "Start & Succeed Online" Roadmap

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Need to build a new website or start selling online - but just don't know where to begin? Since every business is different, there is no one right solution. So our team is sharing our expertise and talking with small business owners, entrepreneurs, and the self-employed about how they can best move their business online.

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Free 3 Months Access to Employee Engagement Software 

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Free 3 Months Access to Employee Engagement Software 

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 ClarityWave is offering 3 months of free access to their employee engagement software. Their software helps businesses to ensure employees stay focused & engaged while working remotely.

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Employee Engagement Software Solution Free Trial * Clarity Wave

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Clarity Wave - Employee Engagement Software Solution. Sign up for a free 14-day trial. Improve employee retention and engagement with our survey and feedback software.

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Free 3 Months Access to Employee Engagement Software 

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Free 3 Months Access to Employee Engagement Software 

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DeVry University released a complimentary Skills-Building Video Series that dives into some of the most in-demand technology and business skills in the workforce today, including coding with Python, data analytics, IOT fundamentals and even enhancing Excel skills for business. The self-paced videos empower students and professionals to develop and enhance highly sought-after, practical work skills for today’s difficult economy.

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Demand for technical skills continues to rise, with data analysis, coding, and software development topping the lists of skills requested in recent job postings ². Responding to these trends, DeVry has developed a series of targeted, self-paced videos, led by distinguished faculty members that dive into some of today's in-demand technology and business skills. These include coding with Python, data analytics, IOT fundamentals and even enhancing Excel skills for business. Watch these skill-building videos to help build professional and technology-oriented skills.

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Demand for technical skills continues to rise, with data analysis, coding, and software development topping the lists of skills requested in recent job postings 2. Responding to these trends, DeVry has developed a series of targeted, self-paced videos, led by distinguished faculty members that dive into some of today's in-demand technology and business skills.

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Free promotional videos for small shops to get important information out to their community and how people can currently access their valuable products & services.

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Sparkhouse is looking to support small businesses by providing free videos to help get information out to their customers.

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Struggling small businesses can apply and receive a customized ecommerce strategy, design & technical advice and free 1 on 1’s with ecommerce developers

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Free COVID-19 Resource | Free Digitalization & Ecommerce Roadmap

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By continuing to use this website, you consent to the storing and accessing of cookies on your device. We use cookies to provide you with the best experience and to analyze the performance of our marketing efforts. We take your privacy seriously and do not sell or share your data.

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European Schoolnet article by Richard Powers

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No doubt about it! COVID-19 has revolutionised how educators all over the world teach their lessons. The familiarity of being in a classroom was replaced with Emergency Remote Teaching. But what can schools and teachers do to successfully incorporate online learning in the future, and how can they do it? Find out more in this tutorial!

Communication and Tools

Stay in contact with your students any way you can - email, phone, mail. During any time away from school, students (and teachers!) need structure, routine and confidence that their education will continue uninterrupted.

Look for two resources: a platform (or apps) and a teleconferencing tool. Contact your school board and government officials to find out about funding and programmes for students who need expensive resources like Internet connections, laptops or phones. The COVID-19 pandemic has also prompted some global organisations to provide support.

Find a way to communicate. Some schools and universities have proprietary Learning Management Systems (LMS) such as Brightspace or Blackboard. If yours doesn't have an LMS, look for open-access LMSs such as Canvas, ILIAS, Moodle, Google Classrooms or Schoology. All of these are free, simple to use and password-protected to maintain safe environments. If nothing else, communicate with students in group emails or chats. MyOpenMath and OpenStax also house complete online courses on open-access servers.

Teaching Online: the Four-Step Process

Many teachers panic, feeling overwhelmed, thinking they must design an entire online course with all the bells and whistles. This is completely false. It is not about the tool or the textbook; it is about the learning!

Crises such as pandemics bring change instantly, without a lot of time to prepare. You can build as you go each week, experimenting, and repeating what works, discarding what doesn't.

Here is a four-step process for online lesson design:

1. Start with measurable learning objectives/outcomes that your normal classroom lessons have.

2. Find course materials to go with these learning objectives. Your students may have their books with them - if they don't, go online and find YouTube clips, videos, e-books and websites to engage them with the objective.

3. Develop a learning activity based on these materials to help master the learning objective. These include comprehension quizzes, summaries of chapters, short essays, drawing or visual arts exercises. Presentations by students are another good way of keeping them engaged. However, not everything has to be in "live" contact.

4. Associate assessment methods, feedback and grading with the learning activity, so learners know a) what they are aiming for, b) how they are doing, and c) when they have met the learning objective. Making the format (learning diary, project portfolio, test) clear at the start will help.

Following these simple course design principles will help you develop successful online activities.

eTwinning Strategies for Online Teaching and Learning

Usually restricted to international projects, eTwinning now includes national projects (of schools within the same country), which are a terrific way for students to work together, especially for schools that don't have such resources as an LMS or teleconferencing tool.

Najoua Slatnia, eTwinning Ambassador and Learning Event Expert from the Lycée de Grombalia in Tunisia, offers a number of fun, open-sourced tools for students to create projects together. Here is a short list: Book Creator, Padlet, Emaze, Kahoot!, Poster Maker, Pixiz, Befunky, Storyjumper, Mentimeter, PBWorks, Canva and Mindmaps. It took me one hour to design this fun e-book about course design. You can do it, too!

Inspire students working on eTwinning projects with video recording tools such as Screencast-o-Matic, Loom, Clipchamp or Kizoa. Use Animaker to create animated videos quickly.

Group projects using journals and diary entries are a great way to inspire creativity and have students assess the events as the pandemic goes on. Encourage your students to build bridges on eTwinning to occupy their time while at home.
Richard Powers is an expert online teacher, teaching online since 1998 in America and Europe. Project Manager at the Professional School of Education - Stuttgart-Ludwigsburg, he develops online courses for diversity and digitalisation for Teachers in Training. Richard serves on two crisis task forces: at City Colleges of Chicago and Stuttgart University, moving 3,000 teachers and 25,000 students online.

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Moving your teaching online: riding the rush to remote!

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No doubt about it! COVID-19 has revolutionised how educators all over the world teach their lessons. The familiarity of being in a classroom was replaced with Emergency Remote Teaching. But what can schools and teachers do to successfully incorporate online learning in the future, and how can they do it?

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Keep Teaching Indiana University (For Faculty)

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Keep Teaching Indiana University (For Faculty)

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The Keep Teaching website has the most up-to-date information related to quickly moving your courses online. The Resources page, in particular, showcases videos and articles on tools like Zoom, Kaltura, and Canvas. The Keep Teaching website has a new FAQ section (covering questions like "How do I prevent Zoombombing and secure my Zoom sessions?") and a new Modules page with direct links to the Canvas Commons (for templates you can modify to meet your needs).

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Resources to help IU faculty keep teaching their courses during prolonged, unexpected campus or building outages.

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IU Online Keep Learning Course (for students)

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IU Online Keep Learning Course (for students)

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Prepare to transition to a new learning environment by focusing on three key areas. Prioritize your health, and care for your physical and mental well-being. Stay engaged with your courses, and communicate with your instructors regularly. Familiarize yourself with key tools such as Canvas and Zoom, and make sure you can access these resources on the devices available to you in your current location. Keep up with the latest resources for online learning at IU with this free, non-credit Canvas course in IU Expand.

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Resources for IU students to continue learning and engaging in course delivery during prolonged campus or building closures.

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Resources to get started quickly and easily with PlayPosit's interactive video platform. Includes walk throughs, use cases, how-to instructions, and more.

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PlayPosit COVID-19 Resources - PlayPosit

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K-12 Higher Ed Corporate Platform Platform Overview Core Platform | Self Paced Learning Broadcast | Audience Response System Professional Learning Suite Learner Made Content Peer Review Course Playlist Lite Learning Management System Integrations Pricing Overview FAQ Accessibility Log In

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How to Recover the Joy of Teaching After an Online Pivot

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How to Recover the Joy of Teaching After an Online Pivot

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NAU - Considerations for Instructional Continuity of In-Person Classes

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NAU - Considerations for Instructional Continuity of In-Person Classes

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https://in.nau.edu/faculty-professional-development/considerations-for-instructional-continuity-of-in-person-classes/

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Complimentary Webinar
Wed., March 25, 2020 | 2 PM EDT
https://advantagedesigngroup.com/events/move-orientation-online/

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A blog about first steps

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March 16, 2020

The transition to online teaching as an emergency contingency for the COVID-19 pandemic is causing concern, even panic, amongst both students and faculty. Faculty need technical training and support but the best online courses are not simple transfers of face-to-face instruction. You have limited time, you did not design your current courses for online, your have limited resources and experience, and the circumstances are highly unusual. I suggest that mastery of online teaching is not the short-term goal.
Relationships First
Start instead with relationships. The best online experiences embed a sense of presence, engagement and community. There are different ways to do this, but hopefully your F2F course has already created a sense of shared purpose.

Students will be feeling anxious, unsettled and probably angry about this move to online. They came to your institution precisely because they believed in the power of relationships with you. They now need to be reassured that you still care and that even though you are separated by miles, you still value and can deliver these relationships.

Now is the time to be high touch. This is something all online instructors already know-online teaching is about 24/7 responsiveness. Since all communication is online, it comes at all times, and there is more of it. Be prepared for that, but also lean into it. There is an old-fashioned technology called the phone. You would not normally use this between classes, but talking to your students in small groups or individually as much as possible will provide a similar (but yes, still different) value to the F2F experience. (Use whatever platform your university is providing, but add your phone to the list.)

This idea of presence has been key to good online teaching from the beginning and is captured in this image of the communities of inquiry model. Your first questions should be about how you can create community and support learning, and then ask what technology you might need.

(Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105)

You did not ask for this, and hopefully it is temporary, but it is still a chance to try connecting with your students in a different way. You will need to be MORE available to them: hopefully relief from your commute will provide you with the extra time.
Content
Students will still need content, but this should not be the hardest part of the transition, or what occupies most of your time! Your explanations or lectures may be the best on the subject, but for most subjects, there will be plenty of ways to get content to students. There is no shortage of great content from elite universities ( edx, coursera, Open Yale) well-funded serious educational sites ( Crash Course, Khan Academy, Merlot) and even YouTube and Google are loaded with content. may even provide you with all you need. SmartScholar.com has meta listings of content (including free courses on learning to teach online.) My point is that your time is best spent on continuing to provide the high-touch relationships that brought them to your campus in the first place.

Don't try just to move your F2F class into a virtual space using new untested (for you) technology. Even with all of the resources, time and money, that never works.

Making a few (short!) videos is a good idea, but mostly as a way of communicating that you as a person remain committed and interested in your students. Seeing and hearing you is more important that any content you transmit. I would not make long lecture videos.

Think beyond just content. Merlot, and PheT, for example, offer many free simulations, interactive experiments and games. Edpuzzle allows you to embed questions in video
Engagement and Motivation
Prioritize motivating students to do the work. In learning, only the person who does the work, gets the benefit. Watching someone else do pushups is not that useful-even if they are intellectual pushups. Attending your riveting lectures may have been slightly motivating, but it was never as useful as doing the work yourself. Teaching is largely about designing for motivation. Yes, interaction with you is motivating, which is why I've suggested this be your focus. But thinking about that interaction primarily as engagement and motivation.

Students are going to be isolated and separated from their friends. This might create more time for study, but it will also be hard to focus and stay engaged. Again, there is a version of this in online design, but it is different when both you and the students chose to be woring together online. It will be even more important under current circumstances to build community, to keep them engaged and to think about what work is most important and what will keep students motivated.

For example, students can join in the hunt for good content and share content they find (it is a good digital skill.) Or they can make videos to explain content to each other: they will use examples you would not and this will also help them continue to interact and build community. Use polling tools like survey monkey and Socrative.

Now would also be a good time to talk about the pandemic. Students are highly motivated to learn more about this topic and it is the ultimate interdisciplinary problem. I've written here about the various ways you could intersect your course with this topic.
Reading and Writing
One thing finally less in short supply: time. Students will be spending even more time online in the coming weeks and will be hungry for a break. Now is a great time to talk about the value of reading and to help students learn to learn on their own through reading. You will almost certainly have to be far more specific than you ever imagined about how to do this, but try it.

Then have them write-a lot. This is a great exercise to do in isolation. This writing can also be shared and responded to. My colleague Gretchen Kreahling McKay uses learning journals (set to private!) so students can write anything they want, but connect with you. Note: you must answer them or at least let students you know you have read some of their work.
Clarify Expectations
First generations students already have a host of disadvantages. They have had to come to your campus and must learn a new culture, but the behavioral rules they may have extracted may not translate online-and they may also have less access to broadband or laptops at home. Some of them will mostly be using their phone. (Another reason to call them on it.)

Transparency and clarity are good learning tools for everyone in most situations, but they are more critical now. Use checklists, rubrics and explicit instructions to guide student learning experiences. I always include timings: when students know that this reading or problem set will take 15 minutes they both plan-to take long enough, but also have a way to self-regulate when something goes wrong and they are stuck after an hour.

Make as much visible as you can-especially things YOU consider common sense like stopping to think and paraphrase after you read or before you start a paper. Make a concept map to clarify your thoughts and help you remember what you just read (5-8 minutes). This is a good time for more focused and less open-ended assignments.
Learning Together
Purpose, proximity to a goal and relevance are all motivating. So is community. This might be the perfect time to engage students more in supporting each other in learning. This might be using technology that your campus CTL is so eagerly offering to teach you, but it also might include more clarification of expectations.

Many students will already know and understand apps we have never encountered-they may need little guidance in finding ways to communicate with their classmates (apparently 1 in 4 were sexting in high school): but they might need permission. They might need clarification of what shared learning looks like.

This would be a great time to get students to stay in touch with each other by reading and editing each other's papers or having one on one conversations about ideas and books. We assume these things happen on our campuses, but now would be a good time to be explicit about the value of learning together and even better, to provide some structure for this.

Note too that discussion online is writing: that is good but also different. It also offers a chance for more inclusive dialogue. We know from Solomon Asch's famous experiments that if you go 4 th or 5 th in the discussion you are being influenced. If you follow wrong answers, some people will just go along, even when they know the group answer is wrong. Humans are highly sensitive to social status and group harmony. If we like you or your group, we are more likely to believe you (ask any salesperson). All of these dynamics are a part of F2F classrooms: we wait to speak and then agree with the consensus. A good F2F discussion technique , therefore, is to ask students to write first how they would respond-before they hear any other responses. This can actually be an advantage of online discussions. Help students think more for themselves and with polling and mobile tools (like survey monkey and Socrative again).
Testing and Cheating
A student asked me last week if I had ever cheated in college. I said I had learned a lot by looking at my roommate's problem sets. This led to a robust exchange of views about what was permitted and had I indeed cheated. Is comparing answers ok? Work too? It occurred to both of us that this was a gray area.

One of the challenges we are about to face is how to assess learning. If students really spend more time writing and doing work and you spend less time delivering content-you might just have more time for feedback. But I would also rethink what assessment means for your course. What is it that you most want students to be able to do? Is there a way for them to just do that without have to go through the intermediate step of reciting content? Can you do a final project instead of an exam?

If you need exams, I would do more not less. Is doing something over and over again until it is mastered cheating or learning? If there are enough exams, then cheating becomes more of a chore and starts to look more like learning work. All LMS allow you to do timed tests too. This is an adjustment for students-so do many of them-but it reduces the ability to google everything or get help.
Synchronous or Asynchronous
Online teaching is different. It probably prohibits some things you do naturally, but it also provides some opportunities to try new approaches. The most important difference is that you will need to think very differently about your synchronous time together.

Do you really need the entire class at once? Or can you meet in smaller or individual sessions less often? Do you need synchronous sessions at all? When you meet synchronously you need to do more than what you could deliver in a video-so not just you talking. That is a video I can watch whenever.

Every LMS will also have discussion boards and they are critical. Again, you will need to monitor more often than you normally do, but the less you say the better. Help students help each other and build community. These are both high value relational practices that are time consuming, but relatively easy to implement.
Technology
You should still avail yourself of the wisdom that online instructors and designers are offering, but with limited time, play it safe-especially with the synchronous tools. Your time will be better spent creating engaging and motivating assignments with clear and detailed instructions and a rubric for success. As has been noted in many places-making sure everyone has access to whatever technology is being used is also essential

There also a host of new edtech companies eager for new business and seeing this pandemic as a market opportunity. Packback, for example, is an AI-powered discussion platform for higher ed to increase critical thinking and curiosity for students and is offering free licenses temporarily.
Why Try?
As far-fetched as it is to imagine that COVID-19 is a conspiracy designed by China, a Harvard Chemistry professor and neo-liberal administrators to further disrupt American higher education and move it all to online so that it can all be done by cheap adjuncts, let's assume (for a very brief moment) that your college leadership is as timid, risk averse, conflict avoidant and even as incompetent as you imagine. When colleges and universities were last forced to come up with a plan for this sort of disruption (for H1N1 or 9/11 or some other disaster) some sort of remote learning was the obvious and seemingly easy way to reassure ourselves that "we have a plan." We didn't. Disaster contingencies feel off a lot of to do lists. In the end, the pandemic is here, and we need to teach with physical distance.

Many colleges and universities are already in weaker financial positions because of lower birth rates, student debt, shifts in public perceptions and skyrocketing tuition. COVID-19 is about to add financial strain. Endowments just took a massive hit and, at least a portion of room and board is going to have to be refunded, especially if students are home for the rest of the year. It will also not take long for parents and students to remember that they paid higher tuition for F2F instruction and there will be considerable pressure either to return a portion of tuition dollars (which will mean less revenue and more budget cuts) or to resume face-to-face instruction (which will carry other massive risks and seems forbidden by the new CDC advice). If your new online teaching is bad, this pressure will mount and that helps no one.

To the financial part of the conspiracy theory: online teaching is generally NOT cheaper or more efficient. It saves a bit on building maintenance, but it also requires massive investment in technology and course development (accelerated development labor you are indeed being asked to provide.) But, as discussed here, it is also very high touch when done well. Yes, the content distribution scales, but many universities already do that in huge lecture halls. We know how well that works... Students still need relationships, support, and engagement, and that is much more personal. It can happen online and it is different online, but it is not cheap and does not easily scale. If you are teaching a small class, that remains an expensive advantage, but only if you continue to connect with students.

It is reasonable to be afraid that the skills we have developed for our current classrooms will not all automatically transfer, but it hard to image this will become an argument for all teaching to go online. Relationships now will go a long way to demonstrating the value that justifies the extra cost of F2F instruction and campuses.

Virtually no one is prepared for this new contingency, so it is going to be bad. If it is really bad there will be other consequences, so at a practical level, we should try and make it less bad and maybe hope to save our institutions. But we also owe it to our students.

Learning to teach online is surely a daunting task and few of us were trained or have experience here. If you are new to the game, don't try to take on LeBron in your first game. Yes, learn new tools, but mostly to look for ways to stay connected, show your care, create community and provide agency, engagement and motivation. Less is more. Be gentle on yourself and your students. All of this may change your teaching forever.
MORE Quick Conversion to Online Resources for Faculty Stanford Teac Anywhere site: https://teachanywhere.stanford.edu
Practical advice from IHE: https://www.insidehighered.com/advice/2020/03/11/practical-advice-instructors-faced-abrupt-move-online-teaching-opinion

Harvard Best Online Pedagogy Practices: https://teachremotely.harvard.edu/best-practices

UMass guide to Teaching and Learning Online (communicating clearly, creating community, and assessing student learning)

University of Central Florida Blended Learning Toolkit

Duke's Online Teaching Guide

A great list of tools for building online community: https://docs.google.com/document/d/1ux3lTnUTpzZRuvxE3rAsSQ4Ihub96S8_OYECNh8wv-A/mobilebasic#cmnt1A great summary of COVID-19 and Higher Education: https://bryanalexander.org/education-and-technology/covid-19-academia-and-the-big-push-online-an-update/

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March 16, 2020 The transition to online teaching as an emergency contingency for the COVID-19 pandemic is causing concern, even panic, amongst both students and faculty. Faculty need technical training and support but the best online courses are not simple transfers of face-to-face instruction.

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Find Resources to Keep Teaching

When in-person class activities are disrupted due to closure of the University or widespread absences, instructors may need to use alternative instruction methods, such as moving your course materials and learning activities online.

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When in-person class activities are disrupted due to closure of the University or widespread absences, instructors may need to use alternative instruction methods, such as moving your course materials and learning activities online.

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First, take a deep breath. With all of the anxiety surrounding the spread of COVID-19, it's easy to get overwhelmed and panic about how you will make it through the semester. Remember what your goal is: to share your passion about your subject with learners and help them meet your course objectives.

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How to Survive Your (Hurried) Switch to Online Delivery Using UDL

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How to Survive Your (Hurried) Switch to Online Delivery Using UDL

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March 26, 2020

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How to Survive Your (Hurried) Switch to Online Delivery Using UDL

Converting your on-ground course to an online course can be a challenge under normal circumstances but converting to an online course in an emergency is a whole different matter. In this webinar, we will discuss how to survive this process and even improve the course by applying the principles of Universal Design for Learning (UDL). UDL is an educational framework that seeks to remove barriers by providing multiple means of engagement, representation and action and expression.

Speaker Bio

Assistant Provost at the New England Institute of Technology

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Webinar: How to Survive Your (Hurried) Switch to Online Delivery Using UDL

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Converting your on-ground course to an online course can be a challenge under normal circumstances but converting to an online course in an emergency is a whole different matter. In this webinar, we will discuss how to survive this process and even improve the course by applying the principles of Universal Design for Learning (UDL).

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Matt Crosslin on "An Emergency Guide (of sorts) to Getting This Week’s Class Online in About an Hour (or so)"

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Matt Crosslin on "An Emergency Guide (of sorts) to Getting This Week’s Class Online in About an Hour (or so)"

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Global Society of Online Literacy Educators (GSOLE) "Online? Just in Time" Resource

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Global Society of Online Literacy Educators (GSOLE) "Online? Just in Time" Resource

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IDN Poker: Situs Judi Poker Online, IDN Play, Daftar Situs Agen IDN Poker

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Selamat datang ke dalam situs judi online idn poker yang terpercaya. Kami adalah agen resmi idn play indonesia yang telah mendapatkan banyak penghargaan. Untuk para pembaca sekalian bisa mendapatkan pengalaman bermain game judi online dengan uang asli terbaik di sini. Karena dengan daftar di situs agen idn poker terpercaya seperti kami, anda akan merasakan gaming experince paling fenomenal. Selain itu tentunya sistem bermain yang adil selalu di junjung tinggi. IDN poker play tentunya memiliki daya tarik tersendiri di kalangan para bettor indonesia.

Sekarang ini tentunya sudah sangat sulit sekali untuk menemukan situs poker online berkualitas tinggi. Permainan ini memiliki popularitas yang amat tinggi di antara para penjudi. Karena tentunya bermain idn poker online memiliki keseruan dan sangat menegangkan. Pasalnya kita dapat beradu strategi dengan player-player lain di seluruh penjuru indonesia.

Game judi online seperti poker online tentunya memudahkan para bettor untuk berjudi. Karena di indonesia praktik perjudian seperti ini tidak bisa kita mainkan secara langsung. Pemerintah masih melarang dan menutup tempat-tempat perjudian ilegal. Sedangkan jika anda ingin menikmati live texas poker, minimal anda harus berangkat ke las vegas maupun macau yang tentunya membutuhkan biaya super mahal. Oleh karena itu game judi poker idn dinilai sebagai salah satu alternatif yang sangat tepat untuk para bettor.

Agen Idn Poker Terpercaya Menyediakan Game Judi Kartu Poker Online Terlengkap

Tidak hanya texas hold'em poker saja yang bisa kita nikmati di server idn poker. Ada banyak game lainnya yang bisa kita mainkan. Tentunya semua game ini memiliki keunggulan tersendiri yang bakalan membuat para pemain betah bermain. Yuk kita simak bersama game-game apa saja sih yang di sediakan agen idnpoker terpercaya, sebagai berikut

Idn Poker Online
Seperti yang kita ketahui, game judi kartu poker online merupakan menu utama yang disediakan oleh agen idn play apk. Tentunya idn poker online uang asli sudah sejak lama menjadi pilihan favorit bagi para bettor profesional. Dalam 1 room bisa muat sampai dengan 7 pemain. Walaupun jumlah pemain belum penuh, permainan tetap bisa di lakukan.

Capsa Susun
Permainan capsa ini berasal dari negara tiongkok, capsa dalam bahasa hokkien diartikan sebagai angka tiga belas. Disini kita akan menyusun 13 belas kartu yang harus memiliki kombinasi yang tepat. Room capsa online biasanya hanya dimainkan oleh 3 orang saja.

DominoQQ
Tidak seperti permainan poker online, domino qq tidak dimainkan dengan kartu remi. Namun menggunakan kartu dominoqq atau yang lebih kita kenal sebagai kartu gaple. Setiap pemain akan mendapatkan 4 buah kartu. 2 kartu jika di gabungkan haruslah berjumlah 9, jika tidak maka kita tidak mendapatkan kiu. Dengan jumlah tertinggi yaitu 9 9 atau kiu kiu, ini adalah dasar dalam bermain domino qiu qiu.

Omaha Poker Uang Asli
Poker omaha ialah variasi dari game poker yang telah ada sebelumnya. Pada omaha poker online. kita akan di bagikan 4 kartu remi. Para pemain harus mengkombinasikan menjadi 2 kartu. Game judi online ini di rancang sedemikian rupa untuk memperbesar peluang menang.

Lalu masih ada lagi banyak game judi kartu online lainnya seperti bandar ceme, ceme keliling, super10 ataupun blackjack online dan superbull. Dengan hadirnya banyak pilihan game seperti sekarang ini membuat para pemain semakin bersemangat untuk melakukan daftar idn poker.

Download IDN Play Apk Resmi Melalui Link Alternatif

Kini link alternatif download idn play menjadi buruan para bettor. Segera download idn play apk dengan klik pada tombol yang telah tersedia pada halaman ini. Lalu daftar idn play pada perangkat mobile anda. Semua permainan yang telah kami sebutkan di atas tentunya bisa anda akses hanya dengan 1 buah user id saja. Sebagai agen idnplay resmi kami menyediakan aplikasi yang telah teruji secara klinis.

Bermain judi online melalui perangkat mobile memang mempunyai kelebihan tersendiri. Hanya dengan melakukan login idn play, kita sudah bisa bermain permainan favorit kita. Dan kabar baiknya adalah kita bisa memainkannya selama 24 jam nonstop.

Layanan Terbaik Situs Agen IDN Poker Online 2021 Paling Mantap

Sebuah situs poker online terpercaya haruslah menyediakan pelayanan sempurna untuk membernya. Sebagai agen idnpoker online terpercaya kami menawarkan fitur-fitur unggulan untuk melayani anda. Kenyamanan bermain di server idn poker para member adalah prioritas utama. Pasti kalian semua sudah sangat penasaran dengan fasilitas-fasilitas yang ada di situs agen idn play terpercaya. Yuk kita simak bersama

1. Layanan Live chat customer service 24 jam nonstop yang ramah dan bersahabat

2. Minimal deposit yang sangat terjangkau mulai dari Rp. 10.000,-

3. Pilihan transfer bank lokal yang lengkap seperti bank BCA, BRI, BNI, Mandiri dan Danamon

4. Top-up saldo poker online melalui dompet digital seperti OVO dan GoPay

5. Proses transaksi cepat, simple dan mudah

6. Bonus jackpot idn poker yang sangat menguntungkan

Cara Daftar IDN Poker Dan Login IDN Play Di Situs Judi Online

Bagi anda yang masih baru dalam dunia judi online ini, maka ada baiknya jika anda mengikuti turtorial singkat tentang cara melakukan daftar idn poker online maupun login idn play. Pertama para pembaca perlu mengakses kedalam situs resmi agen idnpoker terpercaya seperti generasipoker. Kamu juga bisa menemukan website tesebut melalui google. Isi formulir pendaftaran seperti contoh di bawah ini :

Setelah itu anda akan diberikan sebuah user id dan password. Lalu anda sudah bisa login idn poker menggunakan user id tersebut. Lakukan pengisian saldo minimum dan anda sudah bisa menikmati semua fasilitas terbaik dari server idn play. Mainkan poker online dan segera menangkan hadiah besar berupa jackpot idn poker yang bernilai sampai dengan ratusan juta rupiah.

Sudah bosan bermain game di server idn poker? Maka mungkin sudah saatnya anda mencoba game judi online lainnya. Contohnya seperti game judi togel hongkong ataupun judi togel singapore. Kedua game tersebut juga memiliki keseruan bermain yang sangat mantap sekali. Sebenarnya masih ada banyak pasaran togel lainnya, namun kami sangat menyarankan anda untuk tetap bermain di 2 pasaran tersebut yaitu togel singapore ataupun togel hongkong. Karena memang sudah terbukti pasaran tersebut di kelola oleh badan yang resmi dan legal. Jadi kamu tidak akan mengalami penipuan ataupun kecurangan oleh bandar maupun agen nakal.

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IDN Poker: Situs Judi Poker Online, IDN Play, Daftar Situs Agen IDN Poker

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Selamat datang ke dalam situs judi online idn poker yang terpercaya. Kami adalah agen resmi idn play indonesia yang telah mendapatkan banyak penghargaan. Untuk para pembaca sekalian bisa mendapatkan pengalaman bermain game judi online dengan uang asli terbaik di sini. Karena dengan daftar di situs agen idn poker terpercaya seperti kami, anda akan merasakan gaming experince paling fenomenal.

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Going Online in a Hurry - Michelle Miller - CHE

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Going Online in a Hurry - Michelle Miller - CHE

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For the latest campus conditions, please refer to emergency.pepperdine.edu.

Overview

This faculty resource has been established to share solutions for continuing coursework if meeting with students face-to-face is not possible. As extreme weather, natural disasters, or other unexpected events can disrupt scheduled courses, the tools and strategies described here can minimize the effects of those situations.

All faculty members should prepare for the possibility of an interruption to face-to-face instruction. This includes proactively communicating detailed instructional plans, expectations, and alternative instruction strategies in their course syllabi.

Instructors may wish to consider:

Having electronic copies of text material readily available

Encouraging all students to try a web conferencing tool during the first few weeks of class

Setting up additional instructional materials in Courses

For additional information, please see the emergency teaching and learning resources listed below.

Best Practices for Online Teaching

As the instructor, you will have several options to continue instruction in the event of a campus closure. These can include live or synchronous class sessions, where you hold class remotely through phone or web conferencing options. You could also provide self-directed study options through asynchronous activities like readings, recorded lectures, forum discussions, or other possibilities. As the subject matter expert, you will review your learning objectives and specific teaching goals and align these with appropriate activities for academic continuity.

You may find these resources helpful:

Live Group Online Training

Join the Technology & Learning team for live, online training on a variety of topics.

If a time doesn't work or a topic isn't listed, Pepperdine faculty can request a one-on-one consultation.

Recorded Training Sessions

Learn from past training or webinar sessions.

Tools and Resources

Additional Training

Pepperdine Help App on Courses (Sakai)

Step-by-step guidance for specific tools is available within Courses ( courses.pepperdine.edu) and can be accessed through the "Pepperdine Help" App at the bottom right corner.

Support

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Academic Continuity Plan for Teaching and Learning

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For the latest campus conditions, please refer to emergency.pepperdine.edu. This faculty resource has been established to share solutions for continuing coursework if meeting with students face-to-face is not possible. As extreme weather, natural disasters, or other unexpected events can disrupt scheduled courses, the tools and strategies described here can minimize the effects of those situations.

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Teaching Effectively During Times of Disruption, for SIS and PWR

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Teaching Effectively During Times of Disruption, for SIS and PWR

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Jenae Cohn, Academic Technology Specialist for PWR, jdcohn@stanford.edu and Beth Seltzer, Academic Technology Specialist for Introductory Studies, bethseltzer@stanford.edu

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VoiceThread - Webinars on Preparing for School Closures

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VoiceThread - Webinars on Preparing for School Closures

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When: July 13, 2021 1:00 pm (Eastern Time)

Register here
In this hands-on workshop, you will learn how to create VoiceThreads and then add them to your Blackboard course as lessons or assessments.

When: July 20, 2021 1:00 pm (Eastern Time)

Register here
In this session will give a full tour of the New Assignment Builder. We will review all of the workflows, new features, and options for your VoiceThread assessments.

When: July 27, 2021 1:00 pm (Eastern Time)

Register here
Learn how to create VoiceThreads and then add them to your Canvas course as lessons or assessments.

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When: July 13, 2021 1:00 pm (Eastern Time) Register here In this hands-on workshop, you will learn how to create VoiceThreads and then add them to your Blackboard course as lessons or assessments. When: July 20, 2021 1:00 pm (Eastern Time) Register here In this session will give a full tour of the New Assignment Builder.

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Keep Teaching:
Academic Continuity Planning

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Whether dealing with a short-term absence or a prolonged disruption, we offer guidance to help NC State faculty work flexibly, quickly, and collaboratively to preserve and continue classes.

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Matt Crosslin on 'Let’s Talk About “Shifting an Entire University Online as Disaster Preparedness”…'

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Matt Crosslin on 'Let’s Talk About “Shifting an Entire University Online as Disaster Preparedness”…'

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Continuity for Science Courses - From Shannon McGurk (Carolina Distance Learning)

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Continuity for Science Courses - From Shannon McGurk (Carolina Distance Learning)

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Successful Course Continuity Plans for Sciences:

·       Maintain LMS continuity. Avoid confusing students with an additional log in to a different website to access course or lab information or to submit work. Students should be able to access and submit their work to their instructor electronically and at their convenience.

·       Gather ideas for additional activities, discussion board topics, and digital resources to provide students with as many tools as possible to succeed. These may come in handy if scheduled synchronous class time cannot be completed or a student needs an alternate assignment.

·       Have a backup plan that will allow students to complete activities with learning outcomes equal to those found in the traditional setting. For example, there are many hands-on lab alternatives that can be done at home, instead of in the laboratory. Being prepared to share these with students will ensure they receive a robust learning experience, even outside of the traditional classroom setting.

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Bryan Alexander's thoughts on Coronavirus and academia.

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Bryan Alexander's thoughts on Coronavirus and academia.

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Bryan Alexander is an internationally known futurist, researcher, writer, speaker, consultant, and teacher, working in the field of how technology transforms education.

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Hundreds of scientists contributed to this 4,000-page report, the previous edition of which came out in 2014. Their assessment of the speed and consequences of climate change is more alarming than ever. As far as I can tell APF has not shared that big, 4K document at all.

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"Optimize Your Coronavirus Plan With Mediasite" on Friday, March 6

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"Optimize Your Coronavirus Plan With Mediasite" on Friday, March 6

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Continuity Plans & Remote Teaching Resources

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Continuity Plans & Remote Teaching Resources

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Remote Teaching Resources for Business Continuity

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(Blackboard) “Preparing to scale online teaching and learning during Coronavirus” webinar on Tuesday, March 10. 

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(Blackboard) “Preparing to scale online teaching and learning during Coronavirus” webinar on Tuesday, March 10. 

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During this 90-minute webinar, Blackboard will provide suggested practices and share experiences from other institutions who have transitioned to online during times of crisis.

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About the webinar

As the Coronavirus outbreak continues to spread, having a plan in place to ensure continuity in delivering teaching and learning is essential. Being prepared to scale your connectivity to your students is a multi-faceted endeavor - from including assurance that content is online and accessible, to providing your instructors and academic staff with the right support to reach their learners. Join this webinar to hear steps your institution can take to prepare for a transition to fully online status and ensure operational continuity.

During this session we will provide suggested practices and share experiences from other institutions who have transitioned to online during times of crisis. Discussion topics include:

Best practices for ensuring content is online and accessible for your learners

Examples from other institutions who have transitioned to a fully online state during natural disasters and other crises

An introduction to the use of online program management to scale access to your learners

Q&A with Blackboard Support and Product Management teams on Collaborate and Learn scalability

Who is this webinar for?

This webinar is open for anyone involved in administering or delivering teaching and learning especially system administrators, eLearning technologists, IT managers, Heads of Teaching and Learning, faculty and academic staff. Please feel free to share with your colleagues.

Sessions

Four times to choose from:

Dates 2 half width

Be ready to chat to discuss the questions you have about migrating to SaaS. This is more than just a webinar! Feel free to interact and ask your questions.

Speakers

John Doe 1

Sr. Product Manager
Company name

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In arcu sapien, sagittis nec iaculis vel, ultrices vel sapien. Nullam condimentum dignissim enim. Aliquam porttitor vulputate sapien ac posuere. Sed tempor velit quam, sit amet sollicitudin lectus ultrices quis.

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John Doe 2

Sr. Product Manager
Company name

In arcu sapien, sagittis nec iaculis vel, ultrices vel sapien. Nullam condimentum dignissim enim. Aliquam porttitor vulputate sapien ac posuere. Sed tempor velit quam, sit amet sollicitudin lectus ultrices quis.

In arcu sapien, sagittis nec iaculis vel, ultrices vel sapien. Nullam condimentum dignissim enim. Aliquam porttitor vulputate sapien ac posuere. Sed tempor velit quam, sit amet sollicitudin lectus ultrices quis.

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Why Should You Join?

Reason 1

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Monument University

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Blackboard Webinar - Preparing to scale online teaching and learning during Coronavirus

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As the Coronavirus outbreak continues to spread, having a plan in place to ensure continuity in delivering teaching and learning is essential. Being prepared to scale your connectivity to your students is a multi-faceted endeavor - from including assurance that content is online and accessible, to providing your instructors and academic staff with the right support to reach their learners.

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Brent Mundy of Blackboard shares guides and upcoming webinars to help with your planning.

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This week, President Barron invited Nicholas P. Jones, executive vice president and provost, to share details around the ongoing work taking place at Penn State in response to the global coronavirus outbreak.
As the rapidly evolving novel coronavirus outbreak continues to make headlines across the globe, I want to share the many proactive steps Penn State is taking to confront this threat and manage the risks to our community. As a parent of a Penn State student, I understand the concern expressed by parents, students and employees alike - and on behalf of the leadership at Penn State, I want to be open and share facts about what is happening publicly and at Penn State as it relates to COVID-19.

At this time we have no known novel coronavirus cases at Penn State. However, as a University, plans are being made across a number of fronts and we are thinking holistically about how coronavirus may impact both our operations and our lives. Questions such as how we can assist students who are fearful or unable to return home and may be in need of spring break or even summer housing; the viability of moving classes online if in-person courses would no longer be feasible; the preparedness of our campus health centers; and how we approach commencement and other large-scale events are among the many considerations we face.

What began as an unfamiliar virus a few short months ago now has potential worldwide implications, including in areas where our students, faculty members and staff may be located or traveling to, both abroad and increasingly here in the United States.

Data from the outbreak in China suggests that approximately 10% of the cases recorded are in patients under 30 years old, and the Centers for Disease Control and Prevention (CDC) continues to reiterate that the immediate risk to the American public is low, particularly among healthy college-age adults. However, much about this virus remains unknown, and as this is a complex and rapidly changing situation, we are keeping the health and safety of our entire community at the forefront of our decision-making. Rest assured that our actions to date and in the future are informed by guidance from the CDC and with our most vulnerable populations in mind.

Out of an abundance of caution, we are focusing on 12 critical priority areas to mitigate future impacts to the University, and I have appointed key University leaders to assemble the proper expertise to plan for and address potential issues for each focus area. These 12 action groups are as follows:

In the short term, Penn State has moved quickly to protect the health and safety of our community traveling abroad in areas impacted by this virus. We have canceled all international spring break travel for embedded courses and student organizations, and we have placed China, Italy and South Korea on our restricted list for University-affiliated student travel. This includes canceling all student programs in Italy and South Korea and assisting students with returning home. In addition, we are strongly discouraging faculty and staff travel to these countries, which would be subject to my review and approval.

To help prevent potential exposure in or near our campuses, we have issued guidelines for all Penn State students or employees returning from any country with a CDC Level 2 or Level 3 travel warning, including requiring a 14-day quarantine period for travelers returning from a Level 3 country before they return to campus. Full information about Penn State's quarantine requirements - which echo CDC guidelines - can be found at https://sites.psu.edu/virusinfo/, the University's dedicated website where the latest coronavirus-related news, information, resources and guidance can be found. This includes information for parents and families who are worried about loved ones returning from overseas and how to approach home quarantine and prevent possible spread to other members of the household.

Penn State must and will be vigilant in its response to this global health challenge. University leaders, together with our health and safety experts, will continue to make decisions based on facts and with the well-being of the Penn State community in mind. As this is a complex and constantly evolving situation, I urge all members of our community to bookmark https://sites.psu.edu/virusinfo/ for the most up-to-date information, and to pay attention to Penn State News and Penn State Today for critical updates.

The partnership and vigilance of our entire community is needed at this time to make responsible decisions. Let's support each other and take a moment to reflect on the actions you can take to keep yourself - and those around you - as safe as possible.

Nicholas P. Jones
Executive Vice President and Provost

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University taking action to continue addressing the challenges of coronavirus

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This week, President Barron invited Nicholas P. Jones, executive vice president and provost, to share details around the ongoing work taking place at Penn State in response to the global coronavirus outbreak.

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Penn State Contingency Planning for Undergraduate Education

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Penn State Contingency Planning for Undergraduate Education

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As the saying goes, "Life happens." Emergencies arise, illnesses occur, and severe weather can cause class or campus cancellations. How one should handle such cancellations depends on the nature of the event. What options are available to make up lost class or lab time? What University policies are related to these issues? What technology options are available? The following information provides guidance for handling class meeting disruptions.

Planned Absences and Emergencies

It goes without saying that, except for cases of emergency or illness, faculty should not cancel classes. However, there may be occasions when it is necessary for an instructor to miss an occasional class (e.g., to attend a professional conference, present a seminar, serve on a review panel, or perform scholarly work). In such cases, the instructor is expected to make arrangements for the class to be covered in person or provide an alternative form of instruction.

If there will be an extended period away from teaching due to an anticipated absence, the faculty member should work with their unit head to ensure that teaching obligations are met.

Faculty members are expected to:

Hold class meetings that are consistent with the course schedule,

Maintain a predictable number of office hours (which should be posted),

Maintain regular, substantive communication with students, and

Be available to students, colleagues and others in accordance with the university, college, and departmental policies.

Furthermore, per University Faculty Senate Policy 42-23 ("Credit Requirements by Types of Instruction"), a minimum of forty-five (45) hours of work planned and arranged by the University faculty is required to gain each single course credit.

Strategies for Planned Absences

Arrange for a qualified substitute instructor, perhaps by arranging a trade with another faculty member in your department

Line up guest speakers to address needed course topics, such as:

Invite a member of the Library faculty to do a session on research techniques students can use for their final projects

Invite a community or industry expert to speak about an area of their expertise pertinent to your course

Plan an appropriate instructional activity during the class time. For example:

Provide guidelines for small group discussions with a deliverable, or other active learning methods

Provide dedicated time for project work (perhaps overseen by a graduate assistant or other proctor), etc.

Prepare a recorded lecture and/or online assignments in advance that your students will watch/complete in your absence. (See "Do It Yourself Video Recording" and "Recording a Zoom Meeting")

Missing a lab?

Consider sharing sample data for your students to analyze (as if students completed the experiment) so they can still have practice working with the data

Consider creating a video recording of your lab experiment that students can watch and learn from online (See "Do It Yourself Video Recording")

Search the University's Open Educational Resources (OER) website and also OASIS (Openly Available Sources Integrated Search, from SUNY Geneseo's Milne Library) for potential online lab simulations that may fit with your curriculum

Need to figure out a different way to do an assessment? See Adapting Assessments to a Remote Teaching Environment

Contact your local teaching and learning consultant to discuss other options that fit your course

Strategies for Last Minute Personal Emergencies and Illnesses

Too sick to teach or have you encountered a personal emergency that prevents you from meeting with your class on a given day? The following proactive strategies can help you be prepared!

At the beginning of the semester, let your students know how you will communicate with them if there is an illness or personal emergency that will impact your regularly scheduled class meeting (and include this information on your syllabus). Will you use Canvas to let them know? Text message? Or some other method(s)?

Work out a "Plan B" and make sure you are comfortable with any technologies that plan will utilize, such as Zoom, Kaltura, Canvas online assignments, etc.

Consider building in ways to teach your class online so you can use those strategies as back-up when needed.

Consider ways you can adjust the design of your course to allow for emergency adjustments and flexibility (Need help? Contact your local teaching and learning consultant to discuss other options that fit your course)

When the unexpected moment happens:

Let your students know immediately what is going on (using the communication strategies you have indicated to them previously) and how they are expected to progress with their work using your course's regular communication channel you have established.

If you aren't able to post a notice in your Canvas space, ask someone who has a Canvas area admin account (such as an administrative assistant or learning designer) to post a class cancellation announcement in Canvas on your behalf.

Contact someone in your department or your learning designer (if applicable) and ask them to put a sign on your classroom door that alerts students to the last-minute cancellation and lets them know where to find more information about how you are handling the event.

Plan to catch up with your teaching in the following 1-2 weeks. Consider:

Help students with self-directed learning strategies where appropriate

Adjust assignment deadlines accordingly after conferring with your students

REMEMBER: Students have other courses and responsibilities. Attendance at evening or other make-up sessions outside of scheduled class time cannot be made mandatory.

Feeling well enough to teach but cannot travel and/or don't want to spread your illness?

Use a videoconferencing tool like Zoom to teach your course remotely during the regularly scheduled time or to record your lecture for students to watch on their own before your next class meeting. [NOTE: If you want to teach during your regularly scheduled time, you can either arrange to have someone project your session in your classroom (if it is configured for this - for University Park, see Overview of TLT Technology Enhanced Classrooms) or have students join your online class meeting from their own devices and/or a campus or public computer lab or library.]

Need help? See "Do It Yourself Video Recording" and "Recording a Zoom Meeting"

Feeling the illness coming on ahead of time and think you'll likely have to cancel your upcoming class?

Campus Weather Delays and Closures

What if a class must be missed altogether because of a campus closure or delay due to a weather event? When the university is closed for the day, faculty should not expect students to attend instructional activities and should inform students of the plan for making up any work. Attendance at evening or other make-ups outside of scheduled class time cannot be made mandatory nor can students be held responsible for the materials covered in such sessions, as they have other courses and responsibilities that may prevent them from attending "extra" sessions.

Subscribing to PSUAlert

To make sure you are aware of any campus delay or closure, sign up for PSUAlert so you can receive notifications by text, email, and/or phone! When subscribing it is even possible to sign up for alerts for more than one campus. To subscribe for PSUAlerts and manage your campus selections:

Go to PSUAlert

Click on Manage My Alerts

Click on PSUAlert

Use the Alert Settings section to add a phone number for Mobile Alerts, additional email address, or phone number for Voice Alerts (just click the yellow plus sign)

Use the Campus Selection section to select all the campuses for which you want to receive alerts, then click Save

For more information, see PSUAlert: Frequently Asked Questions

Strategies for Weather Delays and Closures

So what can you do to make up missed class time?

Use Zoom to record your lecture for students to watch on their own.
[Need help? See "Do It Yourself Video Recording" and "Recording a Zoom Meeting"]

Provide readings and/or videos online that address the material you would have covered in class and require students to review those in advance of your next class meeting

Create a Kaltura video quiz or a Canvas-based assessment to encourage student accountability for reviewing missed material that you provide online

Analyze the remainder of your course and consider removing the "nice-to-knows" in order to make sure you have time to cover the "must-knows"

Push back assignment deadlines where feasible

Missed labs?

Try to schedule labs for a time after 10:00 a.m. if possible - this can help when your campus has a delayed opening due to bad weather

See if your department can proactively build "make up" labs into the schedule (much like K-12 schools build in "snow days")

If a lab session is canceled, consider sharing sample data for your students to analyze (as if students completed the experiment) so they can still have practice working with the data

Search the University's Open Educational Resources (OER) website and also OASIS (Openly Available Sources Integrated Search, from SUNY Geneseo's Milne Library) for potential online lab simulations that may fit with your curriculum

University Park Procedures

When weather delays are announced for University Park, the text or email alert typically states that all classes that begin before the campus's reopening time are canceled and that those classes or activities beginning at or after the conclusion of the announced delay time will be held as originally scheduled. For example, a two-hour delay until 10 a.m. would mean that all classes that begin before 10 a.m. are canceled and will not be held. Classes beginning at 10 a.m. or later will continue on their regular schedule.

So as not to lose more class time than necessary, faculty who teach classes that run across multiple periods may begin their class at the end of the announced delay time and continue through the end of the scheduled period. For example, if a two-hour delay is announced, a faculty member whose class normally runs from 9 a.m. to noon could elect to start class at 10 a.m. and continue through noon. Faculty who wish to do this need to inform their students of their decision in advance of bad weather, as this option will not be included in the delay announcement put out by the University. Information on how the faculty member plans to salvage as much of the class time as possible, should the University announce a delay, can be added proactively to the class syllabus or communicated to the students via Canvas.

Faculty are encouraged to take responsibility for their own safety and that of their students, and should review " Handling Weather Day Absences " (Human Resources Guideline 10) for specific information on how time missed for weather situations is handled.

When closures due to impending weather conditions are announced during or in advance of class periods later in the day, students should be dismissed as of the start time of the closure.

Commonwealth Campus Procedures

The approaches taken to address weather delays at the Commonwealth Campuses may vary from those at University Park. Some campuses utilize a compressed class schedule wherein classes follow a shortened version of their normal daily schedule. The start and end times for shortened classes that are normally 50 minutes or 75 minutes are provided by the campus, and for longer classes, students should follow the compressed schedule for the class start time closest to their normal class start time. Faculty should check for procedures that are specific to their campus.

Campus-specific Information:

Policy for Shared Programs and Digital Learning Cooperative Courses

Courses offered through the Digital Learning Cooperative or which are offered through a Shared Program are administratively handled the same way as other courses. Furthermore, courses offered through the Digital Learning Cooperative are offered under the academic authority of the local campus delivering the course. Quality and support of the courses, as well as student complaints or issues, are the responsibility of the offering campus or college.

When the offering campus is closed due to inclement weather, etc., the class will be cancelled.

When a receiving site campus is closed due to inclement weather, etc., the instructor at the offering site should continue the class session with all open sites. Students at the closed receiving site will be responsible for making up work asynchronously prior to the next class.

Instructors and students are responsible for signing up for PSUAlerts https://accounts.psu.edu/psualert) for their campus in order to receive notifications of delays or closures by text, email, and/or phone. Instructors should additionally subscribe for notifications for all receiving site campuses in order to be aware of any delays or closures impacting their students at receiving sites. To subscribe for PSUAlerts and manage your campus selections, go to PSUAlert, then click on Manage My Alerts, then click on PSUAlert. From there, use the Campus Selection menu to select all the campuses for which you want to receive alerts.

Technology Options to Consider

There are many technologies available to support remote teaching. This chart provides an overview of popular options that are supported by Penn State:

Want more help?

Contact your local teaching and learning consultant to discuss other options that fit your course!
Page contact: Ann Taylor

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Contingency Planning for Undergraduate Education

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As the saying goes, "Life happens." Emergencies arise, illnesses occur, and severe weather can cause class or campus cancellations. How one should handle such cancellations depends on the nature of the event. What options are available to make up lost class or lab time? What University policies are related to these issues?

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Interim Guidance for Administrators of US Institutions of Higher Education (IHE) to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19)

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Interim Guidance for Administrators of US Institutions of Higher Education (IHE) to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19)

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UPCEA’s Curated List of Coronavirus (COVID-19) Resources

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UPCEA’s Curated List of Coronavirus (COVID-19) Resources

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UPCEA Curated List of Coronavirus (COVID-19) Resources

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Gerrit T. Bakker, Senior Director, Public Health Preparedness, Association of State and Territorial Health Officials. Gerrit and Megan Raymond (WCET) discuss general preparedness, current progression and warnings across the United States, and strategies for messaging students, staff, and faculty.

Pat James, a consultant and a Facilitator with @ONE Course (a service of the California Community Colleges Office of the Chancellor) who has vast experience dealing with continued instruction during natural disasters and emergencies. Pat and Megan Raymond talk about California’s experience with disasters, moving courses online, financial implications, and compliance concerns.

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(UPCEA) Emergency Contingency Planning in Professional, Continuing, and Online (PCO) Operations: Preparing for Coronavirus (COVID-19) Disruption Member Chat 

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(UPCEA) Emergency Contingency Planning in Professional, Continuing, and Online (PCO) Operations: Preparing for Coronavirus (COVID-19) Disruption Member Chat 

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March 5, 2020 at 1-2pm ET

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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An initiative that came to the aid of the 2005 hurricane-affected higher education students. (Information from University of Illinois)

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" The Sloan Consortium (Sloan-C) initiative that came to the aid of the 2005 hurricane-affected higher education students - called the "Sloan Semester" - is an excellent case in point to understand how higher education can possibly react to disaster in the future. By taking a close look at what actually happened during the Sloan Semester, and at the lessons learned, the higher education distance learning community can gain insight into the necessary steps to take in order to keep students actively engaged in their educational pursuits when and if the next disaster hits.

From an historical perspective concerning higher education disaster preparedness plans, in general, Ray Schroeder, director of the Office of Technology-Enhanced Learning at the University of Illinois at Springfield, and an active member of Sloan-C, had created a disaster preparedness plan for the University of Illinois system in 2004. In that plan, Schroeder noted that a disasterrelated business-continuation plan with distance education components was not without precedent. In 2003, for instance, the University of Hong Kong shifted to distance learning solutions to keep its university community active when the Severe Acute Respiratory Syndrome epidemic temporarily closed it down."

From the Sloan Semester Special Report (PDF) by Sloan-C.

Additional Information

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Sloan Semester - Center for Online Learning, Research and Service - UIS

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" The Sloan Consortium (Sloan-C) initiative that came to the aid of the 2005 hurricane-affected higher education students - called the "Sloan Semester" - is an excellent case in point to understand how higher education can possibly react to disaster in the future.

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https://www.onlinelearningtoolkit.com/emergency-prep

Free on- demand webinar and checklist for faculty.

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Easy to use Research & Writing tools for distance learners.  

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Easy to use Research & Writing tools for distance learners.  

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As coronavirus concerns rise in US, colleges look online for continuity

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As coronavirus concerns rise in US, colleges look online for continuity

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As U.S. colleges consider how the global coronavirus outbreak could affect their campuses, some are asking about how they could shift courses online to limit its impact on instruction.

That's according to education technology companies and consultants, who told Education Dive they are seeing an uptick in those inquiries.

"It's happening very quickly, so it's definitely become top of mind for a lot of schools," said Phil Hill, an ed tech consultant with the firm MindWires​, adding that "there are a lot of schools who are sort of being forced to think about it, and they really haven't yet," he said.

So far, the effect on colleges in the U.S. has been limited. Lake Washington Institute of Technology, in Washington state, closed Monday and Tuesday to clean its campus after nearly two dozen staff and students were exposed to the coronavirus. Other institutions are facing pressure to cancel classes or arelimiting visitor access as concerns grow about the domestic impact of the virus.

Globally, some U.S. universities have closed satellite campuses in affected areas and are suspending study abroad trips. The Centers for Disease Control and Prevention colleges should "consider" canceling foreign exchange programs and asking U.S. participants to return home.

Since the outbreak began in China in late 2019, it has spread to all continents but Antarctica, with tens of thousands of confirmed cases so far. While colleges with locations throughout Asia, in particular, had to adapt quickly to the outbreak, campuses in the U.S. had advanced warning that they may contend with it, too.

"We've actually watched the questions come in as it's moved around the globe," said Terah Crews,senior partner at higher ed consulting firm Entangled Solutions.In the U.S., she added, "most institutions are still hoping that it doesn't hit them, but they're beginning to put plans in place."

"Watch, wait and plan"

For now, schools that are reaching out are looking primarily at how to address potential short-term disruptions to instruction, such as for the spring and summer semesters, ed tech experts told Education Dive.

That could include leaning more on video conferencing and other synchronous communications software, as well as assigning instructional designers to work with faculty on-demand if they have to move courses online, saidPaxton Riter, co-founder and CEO of instructional design firm iDesign.

Colleges are also asking about the capacity to scale up online programs quickly. "Most of our clients and institutions in North America do some level of online or blended teaching and learning or have certain classes," said Lee Blakemore,chief client officer and president of global markets at Blackboard. " But as they think about contingent scenarios, the question comes down to 'What if I had to move to an extreme scenario and could your systems handle the load?'"

Fred Singer, CEO of Ech0360, said his company is also getting questions about how to use the engagement tools in its video instruction platform.

"The real challenge is just making that class as close to in-person as you can make it, and that generally involves trying to get engagement up," he said.

However, colleges quickly moving classes online in response to a coronavirus threat should aim to keep the majority of learning interactions asynchronous to give faculty members and students flexibility, said Kevin Kelly, a higher education consultant.

Although more students are taking online classes, he noted, "there's a pretty steep learning curve" for instructors who may have limited experience with online tools.

"I'm hopeful that they'll be creating these communities of practice to make sure those faculty are not unduly burdened and have support," he said, pointing to the Online Learning Consortium and as outside options for short-term assistance.

An abrupt move online can also disadvantage students who lack sufficient internet access off campus. In response, Crews advises colleges to consider sharing course content with students in multiple ways. Instructors can start that conversation by encouraging students to reach out if they are unable to access the materials.

"This does not have to be an overly complex solution," Crews said. "In this moment, everything is moving so fast. It's very easy to make perfect the enemy of good."

Kelly said programs should focus on providing timely feedback, organizing courses well, and promoting high levels of interaction among students and between students and faculty.

At the University of West Florida, located in the state's panhandle where hurricanes are a seasonal threat, the current situation is " watch, wait and plan for contingencies,"said its provost, George Ellenberg. While the university hasn't yet contacted ed tech providers, he said it would reach out as needed to make sure its technology systems are prepared for an uptick in use.

As one precaution - borne in response to the 2007 bird flu outbreak-​ the college creates a place in the learning management system for every course section. " The shell exists and (faculty) can use that at any point should we need to shut down, should we need to make contingency plans, for two weeks during a crisis," he said. "That's really a key."

Campuses across the country also have public contingency plans that point out best practices and tech tools available for faculty to move their instruction online.

Building momentum for online

Several ed tech sources interviewed for this story agreed that online education is a bigger part of schools' contingency planning process this time around than in past epidemics, such as the bird flu and, a few years later, the swine flu.

s partly due to developments in distance learning technology and a growing acceptance of online courses among students.Crews also said college leaders who she has spoken with view climate events and public health crises that could impact their campuses as a "new norm" they need to be ready for.

Those trends may give momentum to institutions' broader plans to offer online learning as a way to reach more students. "Contingency planning basically just really got pushed up the list to be another major driver that's going to push schools to increase their activities online," Hill said.

At New York University's Shanghai campus, officials quickly realized that the impact of the coronavirus would extend beyond just a few weeks and would require fully online and, as the situation improved, hybrid instruction, Clay Shirky, NYU's vice provost for educational technologies, told Education Dive in February.

Whether the apparent urgency to consider online options will linger beyond the latest outbreak is unclear, however. "Events like the coronavirus give you a short-term spike in interest, but this is part of a much larger trend" of growing global demand for postsecondary education that colleges will need to use online options to address, said Luyen Chou, chief learning officer at 2U. " It's coming in a more systemic way."

Crews encourages college leaders to use the heightened acceptance of online programs to ask deans and faculty what they would need to offer their courses online.

"This is a perfect opportunity to really have a robust discussion at all levels of the campus about what would it mean if we had to continue serving our students," she said, "not because we're going online to make money, but because we're going online to continue educating."

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As coronavirus concerns rise in US, colleges look online for continuity

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As U.S. colleges consider how the global coronavirus outbreak could affect their campuses, some are asking about how they could shift courses online to limit its impact on instruction. That's according to education technology companies and consultants, who told Education Dive they are seeing an uptick in those inquiries.

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Rapidly Shift to Online During a Campus Shutdown: Responding to Global Emergencies like the Coronavirus

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Rapidly Shift to Online During a Campus Shutdown: Responding to Global Emergencies like the Coronavirus

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It's been nearly 20 years since I put together my first Emergency Response and Business Continuity plans. At that time, we were facing a post 9/11 reality where many of us in leadership positions in higher education were responding to a wide variety of disruptions that could shut down our campuses for a short time.

Now suddenly, higher education institutions find themselves in a position where they may need to shut down their physical buildings for a longer period of time. This will be difficult since brick and mortar buildings and face-to-face classrooms have been fundamental to higher education for so long. While online has become widely accepted over the past 25 years, we know that there are those that need help to prepare - and there are some special considerations to take into account when looking toward online systems as a response to emergency situations.

With the coronavirus making its way around the globe, OLC has started to hear from many institutional leaders with questions about how they could quickly move classes online in the event of a temporary shutdown of the campus. Those that have felt the impact of a campus shut down due to natural disasters like hurricanes, tornadoes, fires or floods may already have some plans in place. For others, this move forces them to expand already existing online offerings. And for some, the move to online may be a completely new endeavor.

For those of you who could use some help preparing for a quick shift to online during a campus shutdown, I'd like to share some tools and resources to consider. This is not an all-encompassing list, but it should help you get started. I encourage those of you who have been through similar circumstances to share your ideas and recommendations at the bottom of this post.

1. Learning Management System. For those that do not already have an operational LMS, this is the place to start. You need a good LMS that provides the tools faculty need to build online courses and can create an effective learning environment for the students. The harsh reality is that without having something in place, this can be a challenge to negotiate a contract and set up quickly.
If you already have an LMS in place, don't give yourself a pat on the back just yet. Do you know if your system has the capacity to add significantly more classes into that environment? Do you have the staff to help? You also need to check on the tools and resources you have to support the LMS and make sure it is adequate.

2. Professional Development. Ok, so you have an LMS in place and some of your faculty have used it to teach online or blended classes. What about everyone else? They will likely need some training on how to use the technology. Do you know how you will deliver that? If you have faculty that have limited experience with the LMS a little bit, do they know how to effectively teach in a fully online class? Look for professional development resources that offer the essentials and can accommodate quick learning. OLC can actually get your team up to speed with several short-term or self-paced workshops (see below under Resources). There are advanced classes too, but getting the basics will help those new to online teaching.

3. Student Support. If you already offer online classes, you should have student support services already in place. However, you will need to make sure that you are appropriately "staffed up" to support students during the emergency closure. Take a look at the OLC Student Support Scorecard to understand best practices that you should have in place. Even after the emergency ends, you should make sure that you are following best practices for your online students.

4. Technology Support. Faculty and students alike are going to need 24/7 support. This is critical to a successful move to online so make sure that you have basic technology support along with support related to the use of the LMS and any additional tools used to deliver content.

5. Coordination Across Campus. As you consider the items above and move to make a plan and put resources in place, it is critical to consider your coordination and communication plans. In addition to communicating in general with administration and faculty, you might consider preparatory communications to deans and department chairs to better understand their needs, set expectations, and offer support. You may also want to touch base with support services, such as those in Student Affairs and IT. Additionally, a conversation with your campus marketing and communications department can help things run smoothly when or if you need to convey information to students, staff, and the community.

OLC is organizing a number of resources to help you during this time. Below are some immediate resources that can help with a transition to online. We will continue to update our website with more information as it becomes available so check back regularly.
Resources For a full list of resources and initiatives visit the OLC OLC Emergency Preparedness Resources webpage.

Jennifer Mathes, Ph.D
Interim Chief Executive Officer, Online Learning Consortium

Jennifer is responsible for the development of OLC's long-range goals, strategies, plans and policies. She also provides leadership in researching and planning strategic initiatives, special projects and partnerships that align with OLC's mission, vision and goals. Dr. Mathes has nearly 20 years of experience in both public and private higher education where she has served as a faculty member and an academic leader.

She holds a Doctor of Philosophy degree in Education from the University of Illinois at Urbana-Champaign where she wrote her dissertation on "Predictors for Student Success in Online Education." She also has earned a Master of Science degree in Business Education and a Bachelor of Science degree in Mass Communications from Illinois State University.

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Rapidly Shift to Online During a Campus Shut Down: Responding to Global Emergencies like the Coronavirus

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It's been nearly 20 years since I put together my first Emergency Response and Business Continuity plans. At that time, we were facing a post 9/11 reality where many of us in leadership positions in higher education were responding to a wide variety of disruptions that could shut down our campuses for a short time.

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A List of Questions to Consider About the Higher Ed Impact of COVID-19 (Inside Higher Ed)

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A List of Questions to Consider About the Higher Ed Impact of COVID-19 (Inside Higher Ed)

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COVID-19 Higher Ed Questions | Learning Innovation

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CDC Recommends that Colleges Consider Cancelling Foreign Exchange Programs (Inside Higher Ed)

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CDC Recommends that Colleges Consider Cancelling Foreign Exchange Programs (Inside Higher Ed)

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The Centers for Disease Control and Prevention say that colleges should "consider" canceling upcoming student foreign exchange programs and asking current program participants to return to their home countries in light of the global outbreak of a new coronavirus.

The CDC guidance for student travel at institutions of higher education was issued Sunday. Colleges have already canceled many overseas programs in countries with high rates of local transmission of the virus formally called COVID-19, most notably China and Italy. But the CDC guidance is seemingly global in scope, referring to foreign travel by students in general.

Although it is somewhat ambiguous in its wording, the CDC guidance could also be read as referring to both foreign exchange students hosted by U.S. institutions and to Americans studying abroad. The first paragraph says that institutes of higher education, or IHEs, "should consider postponing or canceling upcoming student foreign exchange programs" and "consider asking current program participants to return to their home country." It notes, "Those overseeing student foreign exchange programs should be aware that students may face unpredictable circumstances, travel restrictions, challenges in returning home or accessing health care while abroad."

The second paragraph says that colleges "should consider asking students participating in study abroad programs to return to the United States." It advises colleges to "work with state and local public health officials to determine the best approach for when and how (e.g., chartered transportation for countries or areas assessed as high-risk for exposure) their study abroad students might return."

The CDC did not respond to requests for comment about the guidance.

"It's a major change in policy, and it will be taken very seriously by our members," Brad Farnsworth, vice president for global engagement at the American Council on Education, said of the CDC guidance.

"They will also take to heart that it's only a consideration, and I think there will be institutions that decide to leave their programs in place. I think they will look at that very carefully. There is not just a safety issue but also a legal issue: the last thing a university wants is to appear to have been irresponsible by ignoring a statement from the CDC. But I think we will see some exceptions where universities say they're looking at the situation very closely and they decided that leaving students in place is the best course of action. Institutions already have protocols in place for assessing risk," Farnsworth said.

David DiMaria, the associate vice provost for international education at the University of Maryland, Baltimore County, said the CDC guidance took the field of international education by surprise.

"I've gotten text messages and emails from colleagues across the nation trying to make sense of this," DiMaria said. "While it's certainly helpful to have guidance, there are a lot of questions that remain pertaining to the guidance. For instance, when it says postponing or canceling upcoming foreign student exchange programs, 'upcoming' -- is that spring break, is that summer, is it fall?" DiMaria also noted a lack of clarity around some of the terminology -- for example, what the CDC means by "exchange program."

"Certainly any time the CDC issues guidance, I think all of higher education is going to look to that as an official source, but if we had, I think, a little more specificity, it would certainly help international educators as they make some of these major decisions that have broad implications," DiMaria said.

The Forum on Education Abroad and Pulse, an organization of professionals focused on health and safety in academic travel, issued a joint statement in which they noted that never before has the CDC issued guidance like this in relation to student travel. "Both The Forum and Pulse strongly urge colleagues to read this statement as it is written -- as guidance to consider. It is not a directive that is being handed down," their statement says.

"Students are not typically members of the population who may succumb to a virus like COVID-19. Those populations have often included the elderly and those with compromised immune systems," the groups said. "Unlike typical travelers, students are supported on the ground at their various study sites by professional staff, faculty, and others who work to assure that students are provided information, assistance, guidance, and help when necessary."

"We also want to acknowledge that different institutions will have different capacities to manage a complex issue such as COVID-19. Not every organization can be expected to react in the same way as those with professional staff devoted to addressing international health and safety considerations. We urge those institutions to reach out to your colleagues through professional networks. Look to what they are saying and recommending and then scale it so that it fits your context."

To date, colleges have adjusted their international programming country by country in response to the virus's spread. But the CDC advisory stresses the dynamic and global nature of the situation.

"Given the speed of spread and the number of countries experiencing human-to-human transmission, IHEs should evaluate the risks associated with choosing to maintain programs abroad and take the appropriate proactive measures," the guidance states.

On Monday the Texas A&M University system issued new, broader restrictions on foreign student travel. The university said it would "strongly discourage all foreign travel by Texas A&M System students, faculty and staff while the outbreak of COVID-19 remains a dynamically changing and uncertain situation." It said it would "prohibit payment for System-sponsored travel to all countries identified as Level 1 or greater risk by the CDC Health Notice Warning system," and it "encourage[s] all students, faculty and staff to return from all Level 1 or higher risk countries as soon as can be practically arranged."

Sara Schwartz, founder and president of the Massachusetts-based law firm Schwartz Hannum, said the main thing the CDC advisory changes is the institutional risk management calculus.

"My takeaway from the CDC guidance is that every educational institution, whether it is an independent school or a higher ed entity, needs to take seriously the mandate to 'consider,'" said Schwartz, whose firm represents more than 250 educational institutions. "I think prior to this guidance, we had a lot of flexibility from a risk-management perspective, but the guidance increases the institutional risk of proceeding with these programs. The CDC is saying you better think twice."

"I'm telling all my schools that this is day to day," said Schwartz. "If they want to keep going on their trips, they can. There's an increased risk from a liability perspective, but they can keep going. They have a green light as long as it's a level 1 country. But it's riskier. But it's day to day."

Christine Helwick, a lawyer with the California-based firm Hirschfeld Kraemer and a former general counsel for the California State University system, said she thinks the word "consider" in the CDC message is really important.

"I read the tenor of the message to be, 'go slow and be thoughtful,'" she said. "That seems to be entirely appropriate because there are so many unknowns about the virus."

"There are just so many variables that I appreciated the fact that the CDC was not issuing draconian orders," Helwick added. "It was more, just, you need to think about what your circumstances are, what your risks are. It does seem to me they are encouraging not sending any new students abroad, and that makes sense, but in terms of bringing home students, I read that word 'consider' to give institutions a lot of flexibility but really remind them that they need to be thoughtful. That seems to me about all we can expect of the CDC at this point, and all any of us can do."

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CDC tells colleges to 'consider' canceling foreign exchange programs because of coronavirus

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The Centers for Disease Control and Prevention say that colleges should "consider" canceling upcoming student foreign exchange programs and asking current program participants to return to their home countries in light of the global outbreak of a new coronavirus. The CDC guidance for student travel at institutions of higher education was issued Sunday.

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Making the Shift to Online Learning: Emergency Preparedness & Instructional Continuity – March 6, 2020

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Making the Shift to Online Learning: Emergency Preparedness & Instructional Continuity – March 6, 2020

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Making the Shift to Online Learning: Emergency Preparedness & Instructional Continuity

A key concern for higher education institutions that are developing and/or implementing emergency preparedness plans is how to best transition to a virtual campus and maintain continuity of instruction and services in the face of unscheduled closures. Education technology can be part of the solution to fill gaps in instructional continuity while campus activities are on hold. Join us to learn from a group of experts from the Online Learning Consortium community as they discuss how their institutions are implementing course delivery at a distance to ensure that students stay on track and experience minimal disruption.
Making the Shift to Online Learning: Emergency Preparedness and Instructional Continuity Webinar - Q&A Follow-Up

Speaker Bio

Dr. Shubha G. Kashyap is a higher education and organization development professional with extensive experience in strategic planning, program development and delivery, online and professional education, and serving students from under-represented backgrounds. Currently, she is the Director of Online Learning Design & Innovation for the College of Engineering at the University of Michigan. Previously, Dr. Kashyap has served at Penn State University as the Director of Academic Affairs for Graduate Business and Education programs for Penn State World Campus, and as an academic counselor for the Office of the Vice Provost for Educational Equity. Prior to that, she worked in academic affairs units for student-athletes at Michigan State University and Florida Atlantic University. Dr. Kashyap's drive for increasing access to education is eminent throughout her career. She has successfully launched several online degree programs designed for adult learners, specializes in program development for diverse learners, manages small and large-scale strategic education initiatives, and is an advocate for first-generation college students and inclusive education practices.

Dr. Luke Dowden recently joined the Alamo Colleges District as its Chief Online Learning Officer and Associate Vice Chancellor of Academic Affairs. Through Alamo Colleges Online, he will lead and support capacity building initiatives at all five colleges so each may gain a greater market share of online learners in their respective service areas. Prior to joining Alamo Colleges Online, Dr. Dowden founded the Office of Distance Learning at the University of Louisiana at Lafayette in 2010 and served as its Director for 8 years. Under Dowden's leadership, the Office of Distance Learning earned the 2013 Online Learning Consortium's Award for Excellence in Faculty Development for Online Teaching. Dowden was honored in 2014 as the inaugural recipient of the Online Learning Consortium Bruce N. Chaloux Award for Early Career Excellence in Online Education. Dowden's other significant leadership achievements include the creation of an electronic course design and certification process, facilitating the development and delivery of 13 new online degree programs, and creation of a suite of instructional technology tools for online course delivery.

Dr. Gaetano Lotrecchiano, EdD, PhD (Guy) is the Associate Dean for Innovative and Collaborative Pedagogy at the George Washington University and an Associate Professor in the School of Medicine and Health Sciences. He leads the Instructional Core for Advocacy, Research, and Excellence (ICare) in Teaching and Learning where his team has developed and Instructional Continuity Plan for the University.

For nearly 20 years, John Vivolo has held leadership roles in large online academic units at top-ranked institutions, with a particular focus on program development and growth, as well as improving the quality of online instruction. He was Director of the Online Learning unit at New York University's School of Engineering, and more recently, the Director of Online Learning with the American Montessori Society. Currently, John is the Director of Online Education at the Katz School of Science and Health at Yeshiva University. In these roles, John built support systems from the "ground up," including technology, media, instructional design, and support for students and faculty. John teaches both fully online and blended graduate courses. His passion for online learning is evident in his presentations and publications. He is a frequent presenter at conferences including the Online Learning Consortium (OLC). He has a best-selling book with Routledge, titled: Managing Online Learning: The Life-Cycle of Successful Programs. He is an OLC certificate instructor and has completed the IELOL Certificate. He holds a master's degree in English from the City University of New York and is in the doctoral program in Education Leadership at Northeastern University. John helped lead the post-Hurricane Sandy action and planning group for NYU Tandon School of Engineering.

Marlene Leekang is an experienced leader of specialized programming units in higher education. Currently, as the Executive Director of the Lawrence N. Field Center for Entrepreneurship at Baruch College, she oversees a multi-faceted division of programs and services for students, staff, and the community. In her time at Baruch, Leekang has focused on the redevelopment of the overarching programming to offer complimentary services and creating a diverse ecosystem of entrepreneurial experiences. Marlene Leekang began her career in higher education bringing her experience in client management and a MSed in Higher Education Administration as assets to her role within a new initiative in online and executive education at NYU Tandon School of Engineering. With almost two decades of management experience in her career, Leekang has launched new degree and non-degree programs, managed large-scale local and global teams, and developed strong internal and external partnerships. She is skilled in strategic planning and implementing new initiatives for long-term growth and supporting dynamic work cultures fostering staff development and leadership.

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Making the Shift to Online Learning: Emergency Preparedness & Instructional Continuity - OLC

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Making the Shift to Online Learning: Emergency Preparedness & Instructional Continuity A key concern for higher education institutions that are developing and/or implementing emergency preparedness plans is how to best transition to a virtual campus and maintain continuity of instruction and services in the face of unscheduled closures.

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Using Live, Online Sessions to Support Continuity of Instruction – March 9, 2020

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Using Live, Online Sessions to Support Continuity of Instruction – March 9, 2020

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Using Live, Online Sessions to Support Continuity of Instruction

This pop-up webinar from OLC workshop facilitators Karen Costa & Clea Mahoney will help higher education institutions to rapidly and effectively use live, online sessions to support continuity of instruction in the face of crises, disasters, or other unanticipated events.

Your presenters will offer specific strategies around:
- selecting and using online learning platforms
- promoting sessions
- communicating with students and faculty
- engaging students with simple best practices

Attendance at this webinar will also connect you with a community of practice that you can draw upon to support your team and their learning needs.

Intended audience: directors, deans, and faculty who are planning for the possibility of transitioning land-based courses, teachers, and students into an online learning environment.

Speaker Bio

Karen Costa is a career higher educator with a passion for supporting students and faculty, particularly in the online learning environment. Her work is centered around teaching college success strategies to first-year students, online pedagogy, and faculty development. Karen's first book, 99 Tips for Creating Simple and Sustainable Educational Videos (Stylus, March 2020), focuses on helping faculty and teachers to make creative use of videos in their classrooms. Karen is a staff writer for Women in Higher Education. Her writing has also appeared in Inside Higher Education, The Philadelphia Inquirer, On Being, and Faculty Focus. She is involved in various faculty development initiatives including as a facilitator for Faculty Guild. Karen graduated with honors from Syracuse University with a bachelor of arts in sociology. She holds an M.Ed. in higher education from the University of Massachusetts-Amherst and a CAGS in educational leadership from Northeastern University.

Clea Mahoney has over 3 years of webinar facilitation experience and serves as the Training Lead for the Instructional Technology Services team at New York University. She has developed and delivered a multitude of engaging and interactive one-hour webinars for faculty, administrative staff, and colleagues, each session focusing on a specific set of goals depending on audience needs. Clea graduated with honors from Drew University (Bachelor of Arts in French) and from Drexel University (Master of Science in Library & Information Science), and is currently ecstatic about collecting yet another degree: Master of Arts in Digital Media Design for Learning.

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Using Live, Online Sessions to Support Continuity of Instruction - OLC

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Using Live, Online Sessions to Support Continuity of Instruction This pop-up webinar from OLC workshop facilitators Karen Costa & Clea Mahoney will help higher education institutions to rapidly and effectively use live, online sessions to support continuity of instruction in the face of crises, disasters, or other unanticipated events.