Hybrid teaching pic.twitter.com/humlbfJ1A1

— Emily Steiner (@PiersatPenn) June 4, 2020

I have issues with procotoring in general. Exams should be opportunities for learning not a way to police learning and students. But proctoring by video camera is quite different from proctoring in person in a large room.

— Jesse Stommel (@Jessifer) June 15, 2020

1) Design assignments that rely on student experience and emphasize context. No busy work.
2) Talk to students. Ask when and how they learn.
3) Start by trusting students. Cultures of trust make space for honest conversation about struggles that may otherwise lead to cheating. https://t.co/Rre8vF06lA

— Jesse Stommel (@Jessifer) April 8, 2020

Wow. This is entrapment. Not a great way to build a learning community. Don’t trick students into cheating. This shouldn’t have to be said. https://t.co/iSFYpRkvqU

— Jesse Stommel (@Jessifer) April 30, 2020

This new piece on @HybridPed is one of the best we've published in years and utterly necessary right now.

The entire industry of remote and algorithmic test proctoring is reprehensible. Institutions shouldn't be trusting for-profit ed-tech more than their own students. https://t.co/23TVLS3Ctb

— Jesse Stommel (@Jessifer) April 2, 2020

"Everyone should shift to a pass/fail basis for a while, cutting each other as much slack as possible, while still acknowledging the work we're all doing, staying connected and trying to remember what normal looks like." @Lollardfish https://t.co/B5d00OBGFk #PassFailNation

— Jesse Stommel (@Jessifer) March 18, 2020

Right now, anyone asking me questions about #edu hears a long prologue focused on the problems with the word “continuity.” Every leader or institution using the word “continuity” is making a critical error that has me suspicious of every single other decision they make. https://t.co/e1Pk4AdeEK

— Jesse Stommel (@Jessifer) March 18, 2020

My school just "pivoted" to online. Here's the message I sent to students:

I'm here to support you however I can. Take care of yourself and your family first. Our class should not be your priority. Everything about this class is flexible. Whatever happens, we will work it out.

— Jesse Stommel (@Jessifer) March 11, 2020

Requirements that students attend online class live has put some international students who returned home in a tricky place — with some even getting up at 1:30 a.m. their time to attend lecture.https://t.co/XX7ChsnoWH

— Ubyssey News (@UbysseyNews) May 23, 2020

Join us on 8/18 for 'Teaching and Digital Tools' with Jonathan Burton, @dorothyk98, and Laura Turchi! How can we develop pedagogies that are engaged, equitable, and inclusive? What tools do we have at our disposal to do so? #ASUHumanities https://t.co/GjeH2ynzjF

— Arizona Center for Medieval & Renaissance Studies (@acmrs_org) July 21, 2020

New #AsiaNow post: AAS Statement Regarding Remote Teaching, Online Scholarship, Safety, and Academic Freedom https://t.co/7dwig2hYmA

— AssocForAsianStudies (@AASAsianStudies) July 23, 2020

Upcoming MAA Webinars Reminder https://t.co/36kwhIppHz

— The Medieval Academy (@MedievalAcademy) July 17, 2020

I have greater connection with my students online because I embed everything in Discussion Forums. I talk with my students almost daily and they interact with each other. The FtoF classroom is designed to position me as "subject-supposed-to-know." Online, I'm a facilitator.

— sara, a doctor @ home ❤️🏘🏠🍫🏡🖖 (@smhumphreys) July 19, 2020

All of our Summer courses and upcoming Winter Term 1 courses are online-only. (Winter Term 2 is still TBA)

This thread clarifies the difference between "Distance Education" courses and "Web-Oriented courses". We've noticed that there's some confusion on the matter!

— UBC Philosophy (@UBCPhilosophy) July 15, 2020

This is good stuff: "Treating students only as customers, Using exams as a (fake) certificate of acquired knowledge, Trivializing the design of courses, Stressing revenue and Executive Compensation" …. and more https://t.co/EIi2Kqi2WC

— N. Ghoussoub (@NGhoussoub) July 16, 2020

Looking for guidance as you build your online course(s) for the fall? @MedievalAcademy's Committee for Centers and Regional Associations (CARA) is here to help, with webinars on digital pedagogy and tools for medievalists! Pre-registration required: https://t.co/PDZHQTq5b0

— The Medieval Academy (@MedievalAcademy) June 25, 2020

Students with disabilities have called for online and remote learning to be introduced for many years, writes Niamh Ní Hoireabhaird. Now that it is here, it must be built on https://t.co/7Be5GHwjus

— The University Times (@universitytimes) June 4, 2020

unlike most teachers, i’ve developed sophisticated active learning strategies to “flip” my classroom on a dime. dry ice shoots from the floor, “despacito” blasts from a hidden speaker, a hype man ive disguised as a student screams LETS FUCKIN GOOOOO. everyone cheers, learning

— Immanuel Content (@dee_bee_h) June 22, 2020

Uni admin: get students back to campus! We'll give them reusable masks! Dorms signs will encourage social distancing! Students will self-report symptoms!

Also uni admin: students are lying cheating rascals, we need the most intense online proctoring money can buy!!~!

🙃🙃🙃🙃🙃

— Le Doctor Cagle (@lecagle) June 18, 2020

The "institutional pedagogy of risk" mirrors the societal risk shift that has embedded and transformed the "government sponsored Cold War university" (fantastic forthcoming book from Lauren Hamilton & Kelly Nielson) into a risk management firm. pic.twitter.com/dqg0iZeIUg

— Tressie McMillan Cottom (@tressiemcphd) June 16, 2020

The disregard for people working on and near campuses means colleges aren’t very different from an Amazon warehouse or meat packing plant.

The expectation is that workers must show up in the interests of the organization and consumer. 10/n

— Kevin R. McClure (@kevinrmcclure) June 16, 2020

Thread. Said it before (March & April), will doubtless tediously say it again: why invigilate, in surveillance over/on/against students, when instead you could keep vigil *with* students—in our exams, they could ask me anything, by email/chat—in a culture of support & trust? https://t.co/mokDw9OMPe

— Dr Juliet Ó Brien (@obrienatrix) June 16, 2020

Yes. Can we please stop talking about the “delivery” of “content” in relation to education in general, and universities in particular? Maybe also talk about “learning” and “knowledge” too? https://t.co/jxK65JgCIN pic.twitter.com/1V0DnYZ9XH

— Dr Juliet Ó Brien (@obrienatrix) June 12, 2020

Here is a photo of a 42 seat classroom. The post-it notes indicate seats appropriate with 6-feet social distancing. There are 9 available seats. pic.twitter.com/02brv5Us4g

— recoveringDeptChair (@ChairDept) June 13, 2020

Created a #pop up studio at home to share knowledge on #cinemajournalism and portfolio of work. Mobile phone connected to zoom gives wide shot with TV screen. Talked about how often necessity in our career path drives us into new industries. https://t.co/nmkVcKVvt4 #innovation pic.twitter.com/hkplYI827d

— Dr David Dunkley Gyimah (@viewmagazine) June 16, 2020

How to flip a lecture online https://t.co/nmkVcKVvt4

— Dr David Dunkley Gyimah (@viewmagazine) June 12, 2020

– focus on engagement/interaction
– be human, show your passion for the subject
– explain why this learning activity is valuable & ask your students for their views/reflection
– don’t talk at your students (they seem to agree that 20 mins is about the limit for one-way)

/end

— Simon Horrocks (@horrocks_simon) June 12, 2020

Just had to share this with my #LTHEchat friends – it's 7 minutes of insight and joy https://t.co/UMkJl2CsNR

— Steve Rowett (@srowett) June 11, 2020

Some considerations for UBC's transformation to online learning:https://t.co/15Cws2hm50

— Mark Mac Lean (@marktmaclean) June 10, 2020

Historic Skype Room. Didn’t become Jimi until four years before his death. Was once kidnapped. 10/10 Jimi Hendrix. pic.twitter.com/mGY7qMk70a

— Room Rater (@ratemyskyperoom) May 26, 2020

Hybrid teaching pic.twitter.com/humlbfJ1A1

— Emily Steiner (@PiersatPenn) June 4, 2020

Confab.
Add MS 47680 f. 32r @BLMedieval pic.twitter.com/QARGQ0uSgx

— Robert Miller (@robmmiller) May 22, 2020

Cocktail, anyone? #medievaltwitter pic.twitter.com/lGySTW3UTh

— Emily Steiner (@PiersatPenn) May 17, 2020

Great use of soft focus. Looks even better in retrospect. 10/10 @BarackObama pic.twitter.com/V057VlWV1Q

— Room Rater (@ratemyskyperoom) May 17, 2020

A short photo-collage thread, for anyone who’s had a video-conferencing meeting too many or is spending too many hours a day in front of a computer screen 1/ https://t.co/Z9PXk4M4re

— Dr Juliet Ó Brien (@obrienatrix) May 14, 2020

We need to recognize that teaching remotely is far more complicated than simply putting content online, writes @AndreaEidinger in her latest Careers Café column https://t.co/zMSSATnLaT pic.twitter.com/VtCTvaBx70

— University Affairs (@UA_magazine) June 2, 2020

Preparing to record some lectures. Am I alone in being perfectly comfortable delivering in-person lectures with minimal or no notes, but wanting to use a full script if I'm recording them? Any advice?

— Seb Falk (@Seb_Falk) May 26, 2020

When you’ve somehow nailed the tech. 🌈

Fitzwilliam ms 251 pic.twitter.com/VAn1xKJfVQ

— Emily Steiner (@PiersatPenn) May 22, 2020

So I’m working on my latest University Affairs piece on the difference between emergency and regular online teaching. So I’m wondering, what kind of advice do you have for folks who are new to online teaching? #twitterstorians #AcademicTwitter

— Andrea Eidinger, Ph.D. (@AndreaEidinger) May 21, 2020

Big tech want education for themselves (power and $)not for students nor for an informed citizenry.
Naomi Klein: How big tech plans to profit from the pandemic https://t.co/hRuYayoehS

— Dr. JJ (@jgustar) May 20, 2020

Any #edtech folks with advice re. whether/when/how to inform students about the way an LMS collects data, such as tracking their time on a course site? Aiming for transparency after reading terrific work in critical digital pedagogy, including this piece: https://t.co/HjqFvWe7xq

— Heidi Tiedemann Darroch (@DarrochHeidi) May 20, 2020

Great workshop at #UBC on how to creatively use Zoom to engage everyone – "Facilitating Collaborative Online Engagement using #LiberatingStructures" | @UBC_CTLT Remote Teaching Institute – https://t.co/PHfwBXli0C May 22nd, 11am on Zoom, 1.5 hrs pic.twitter.com/yvFdcZc9Zw

— Barish Golland (@BarishGolland) May 17, 2020

What is community and why is it important for students and for the professor? Begin to create your own version of community and connectedness and develop practices at DPL 2020 [online]. #digpedhttps://t.co/uK9FVr9rVD

— Digital Pedagogy Lab (@DigPedLab) May 17, 2020

And just to add a brag.. I’m very proud of my plan to deliver quality math education to my summer Calculus 2 class. I know they appreciate having a small class and my full attention for 3+ hours per week. Many students will choose this over massive online courses.

— Deanna Baxter (@d_baxter) May 17, 2020

My latest blog post: #ungrading

Also included via the link is my full syllabus for a fourth-year #ungraded course.

Blog Post here: https://t.co/g2i6pFiQu6 pic.twitter.com/FruBz2b0fF

— Dr Academic Batgirl (@AcademicBatgirl) March 1, 2020

If you find yourself turning to precarious folks for help, especially those with experience teaching in the conditions you've suddenly been forced into, you might consider what it's cost them to gain that experience.

Then you might consider paying them to share it with you. https://t.co/5ocVFnDrTw

— Erin Bartram (@erin_bartram) May 16, 2020

We're all vulnerable colleagues. We've always all been vulnerable colleagues. We have to protect each other. That's all we've ever been asking for. https://t.co/p9Qk0L5MBd

— Erin Bartram (@erin_bartram) May 6, 2020

Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos https://t.co/TOq7oJQKI7 #LifeSciencesEducation #STEM pic.twitter.com/hOKmfbtBuc

— Life Sciences Education (@CBELifescied) May 15, 2020

A proposed sequence to teach/learn reading techniques for undergraduate students: Teach/learn how to write arguments first, then how to read in depth, then how to skim https://t.co/K8uZTrd0J3

— Dr Raul Pacheco-Vega (@raulpacheco) May 16, 2020

I’ve been asked to repost this as a thread. So here goes… Chronicles of a higher Ed adjunct in the COVID-19 era

— Wes Modes (@WModes) May 7, 2020

How do you know your online or hybrid course is good-enough? https://t.co/kDGLfudxJy

— Alexander M.Sidorkin (@a_m_sidorkin) May 10, 2020

A very short thread about virtual and other alternative teaching and learning and pedagogy, and how thinking about medium and form—as in all poetic activity—entwines with thinking about the specific knowledge concerned; for #covidcampus #remoteteaching #remotelearning … https://t.co/HzkTwJqcvs

— Dr Juliet Ó Brien (@obrienatrix) May 10, 2020

It’s 2027. You’re contracted for another 6/6 in the Humanism Department. You teach in a bulletproof vest and the provost is an app you owe money to.

— Ryan Boyd (@ryanaboyd) May 9, 2020

How do you gracefully manage the anxieties of #remoteteaching and learning? @thatphychprof shares his perspective on this transition (opinion) #Edubytes https://t.co/DqBkRm94bs pic.twitter.com/XejkwzO0pm

— UBC CTLT (@UBC_CTLT) May 8, 2020

Hot take: It’s the threatening, solitary, punitive, judgmental notion of tests/exams that’s the problem, not students pic.twitter.com/QFaa0rckv8

— Dr Academic Batgirl (@AcademicBatgirl) May 6, 2020

Need advice: best practices for assessments during #online #teaching? Head's been buried in sand getting this term finished. Conversation in my dept. focused on more surveillance during high-stakes tests. I think we can do better. @UBC_CTLT @meganbarkerase @polarisdotca

— Bridgette Clarkston (@funnyfishes) May 1, 2020

As everyone switches to #onlineteaching don't forget about #Accessibility. A lot of tools/supports our students use aren't easily translatable in online settings. This can be overwhelming as we suddenly pivot online but #UBC's @UBC_CTLT has some great resources to get you started

— Jen (@DocJHP) May 4, 2020

"In short, online learning is the fulfillment of managerial desire." https://t.co/Tc0oWHc664

— reclaim UC (@reclaimuc) May 4, 2020

How much better I would have learned if my education had been guided not by the question “What can you accomplish?” but instead “What might you contribute?”

— Eugenia Zuroski 祖思薪🔥🐍 (@zugenia) May 3, 2020

Teaching to learners preferred style is proven NOT effective.

But strategies such as Retrieval Practice (quizzing), Distributed Practice (spaced practice), & Interleaved Practice (shifting) ARE effective.

A fav from @effortfuleduktr.#Education https://t.co/TRg4uwIc78 pic.twitter.com/OeJ6pdU2iT

— David A. Cohen (@DavidACohen_MD) May 2, 2020

I have a fully online course starting next week and am sending out a pre-course welcome video this weekend to learners. One of the resources I am including this time around is the newly launched BC COVID-19 support site for students https://t.co/MUuDoVuYaK

— Clint Lalonde (he/him) (@edtechfactotum) May 2, 2020

The phrase “teaching load” will be replaced with with “student-professor research partnerships”

— Matthew Green (@mattngreen) May 2, 2020

"I don't want the future of #education to be more monitored, data-mined, analyzed, predicted, molded, controlled. I don't want education to look that way now, but it does." 4/

— Katja Thieme 👀 (@Katja_Thieme) May 2, 2020

The dogma that "students cannot sit and focus and listen for more than 20 minutes" flies directly into the face of anyone who has been raptured by an obsession with something they love. In other words, it is anti-studious and creates an anti-student who cannot learn anything.

— Sam Rocha (@SamRochadotcom) April 29, 2020

'An Oxford University spokeswoman said its staff have rapidly “bought into the idea that we can deliver teaching and assessment entirely remotely”': Not me, mate. https://t.co/pPPqDWZLZQ

— Katherine Ibbett (@eparpillee) April 25, 2020

When humanity is under threat, humans crave the humanities. An open learning platform saw enrollments in arts, humanities, and social sciences courses grow 780% from the same period last year. What can this crisis tell us about the future of #HigherEd?https://t.co/62VG7QZ3un

— UBC Public Humanities (@UBC_PH) April 22, 2020

Beloit College rejiggered its academic calendar from semesters into two-course modules to give it flexibility for the fall: https://t.co/8ezcWEtI7T

— Andy Thomason (@arthomason) April 23, 2020

Thinking of starting a podcast but don't know where to begin? Our #podcasting toolkit is hot-off-the-press! https://t.co/2JYE09yfjh pic.twitter.com/kJbAP8n28J

— UBC Public Humanities (@UBC_PH) April 25, 2020

"A democratic, inclusive digital ecosystem during the COVID-19 crisis and after requires secure, affordable, high speed Internet and mobile data that is available and affordable to all." @suzannesmythe on digital equity: https://t.co/SKI8h8MhgM

— Pedro dos Santos (@plsantos_br) April 25, 2020

Thinking about designing and building summer courses, with minimal obligation—except in 1:1 virtual open door hours and/as individual and very small group meetings—to use video.
“The reason Zoom calls drain your energy” https://t.co/fdGAdzWEq5 via @BBC_Worklife

— Dr Juliet Ó Brien (@obrienatrix) April 24, 2020

Yesterday my students in one class raised how hard their school work is right now, tied to how hard life is, so I asked students in the next class too. Issues they IDed: pic.twitter.com/07KlHvlAq9

— Nate Holdren (@n_hold) April 21, 2020

There's a clear quality hierarchy in online learning experiences:

1. No provision
2a. Inexperienced online academic did a rush job
2b. Online learning tech took existing materials and tried to make them work online without engaging the academic
(these two may swap)
6/15

— Doug Clow (@dougclow) April 17, 2020

I lecture to 300 students, a nameless crowd right? How is that different from talking to a computer? I had no idea how much the interaction helps *me*: my teaching and my actual thinking and knowledge of the material. Socrates was right: you really have to be there to learn well.

— Jeff Guhin (@jeffguhin) April 21, 2020

#COVID19 required a rapid response from #UBCSoci faculty who had to transition to online teaching mid-semester in March. We spoke to Professor Silvia Bartolic about how new technologies allowed faculty to adapt to online teaching.
Read the interview:https://t.co/dkW03cyS3k

— UBC Sociology (@UBCSociology) April 17, 2020

The scholar’s vocation

A century ago, Weber both diagnosed the ills of the corporatised, modern university, and pointed out the path beyond it | Aeon Essays https://t.co/vv5z8rnRXe

— Anita Leirfall (@anitaleirfall) April 12, 2020

Let's say you do have a computer at home. Great! You, a college student stuck at home, can do homework. Unless a/both parents are also using it for remote work. Or you have school aged siblings who are also using it for school work.

The tech expectations are staggering.

— Thomas Lecaque (@tlecaque) April 12, 2020

Who is the first big time college sports coach who is going to announce they're forgoing their salary next year and giving the money directly to the educational mission of the university that employs them?

— John Warner (@biblioracle) April 10, 2020

PSA: While social distancing, it is NOT necessary to keep 6 feet from your computer during a Zoom meeting…😜

From W.88, a 14th century Flemish Book of Hours:https://t.co/8rG4ZErRVF pic.twitter.com/cqfETZjMWP

— Walters Manuscripts (@MedievalMss) April 8, 2020

Canadian universities are quickly running out of time to develop real meaningful online content for the Fall term. There is a solution: but only if they co-operate. My proposal for a national effort to bring everyone up to standard: https://t.co/0Q9KjXkQm5

— Alex Usher (@AlexUsherHESA) April 7, 2020

We were coincidentally sent these resources this afternoon – great to see!
1) Practicing Compassion with Course Workloadhttps://t.co/YwIwCoIb07
2) Gathering Feedback from Studentshttps://t.co/OUtmEuNEK5 3/

— Kris Olds (@GlobalHigherEd) April 7, 2020

https://t.co/ttS1CvmVQa

— Mark Mac Lean (@marktmaclean) April 6, 2020

There are ethical and moral considerations for researchers and universities wishing to study experiences of faculty and students who have made the sudden transition to remote learning as a consequence of the COVID-19 pandemic.That some wish to do such research is natural, but /2

— Mark Mac Lean (@marktmaclean) April 5, 2020

Thread and subthreads and further threads through that. Yes, we may be in the middle of a pandemic, the world and being and being-in-time may have been turned upside down, but important pillars of continuing civilised life must be upheld: student evaluations of teaching.* https://t.co/HUxUkKvZa2

— Dr Juliet Ó Brien (@obrienatrix) April 5, 2020

“Emergency Remote Learning” ERL. https://t.co/xq60DxUvNI

— charlesmenzies (@charlesmenzies) April 2, 2020

Since Groot ain’t sleeping and I’m back in my usual spot on the floor of his room, I’m going to collect some thoughts about what these last three weeks have been like in #EdTech world for me, a brand-spanking new faculty educational technologist.

— Brenna Clarke Gray (@brennacgray) March 27, 2020

https://t.co/yJzkwnjIMg

— Mark Mac Lean (@marktmaclean) April 1, 2020

Don't Panic: The Hitchhiker's Guide to
Alternative Assessment – Nice OER on alt assessment ideas from @damiantgordon; appreciate the thoughtful accessibility considerations section & that there is an included link to an editable doc file: https://t.co/E0xIYYBLI2

— Wɪʟʟ Eɴɢʟᴇ (@infology) March 31, 2020

Today’s multitasking might have included napping after lunching all while online in virtual office / open-door student hours. https://t.co/F4phw6enIy pic.twitter.com/n4LAjSHKh2

— Dr Juliet Ó Brien (@obrienatrix) March 26, 2020

Allegory of the Zeitgeist / portrait of the author on a sofa in between online sessions pic.twitter.com/mHJqSgBHSb

— Dr Juliet Ó Brien (@obrienatrix) March 26, 2020

Those teaching online need to rethink how we frame our courses in our lives and the lives of our students. A few of my students have noted that our course is a “nice distraction.” This makes a lot of sense to me. Let’s try to make our courses “nice distractions” for everyone.

— Sam Rocha (@SamRochadotcom) March 23, 2020

The best part of migrating a course online is making the trailer #AcademicTwitter pic.twitter.com/HONk8q14wa

— Andrew J Kennedy (@Prof_AJKennedy) March 20, 2020

This👇🏻 My plan this week is check in, check up, check tech with students while providing clear direction on deliverables and resources for the rest of the semester (keeping is simple and strategic just like @AndreSLeger says😊) https://t.co/T8reu86wZJ

— out of office (@denielsen) March 21, 2020

The pandemic is going to teach us that there are lots of great ways to assess learning that don’t require us to proctor/supervise/surveil students. I hope we learn that as a permanent lesson. https://t.co/aMtdE24uyC

— Kyle E. Johnson (@kyleejohnson) March 21, 2020

important observation from a student…I would really urge everyone starting up online on Monday to take a whole week to figure out how best to (re)connect with students and to help them connect with each other online. this is NOT the Week 10 anybody planned for in their syllabus https://t.co/k4cV5ab0KP

— Laura Gibbs (@OnlineCrsLady) March 21, 2020

A formal message to all my students, and to all those in the courses I coordinate (👋FREN 101 & 102): thread.

1/ I’m here to listen. If you’re one of my students, you know how to get in touch. Ask me anything, I’ll reply as best I can. Office hours continue, but online. pic.twitter.com/tWnyoXDMAS

— Dr Juliet Ó Brien (@obrienatrix) March 19, 2020

I am asking students to scale down their self expectations for outstanding assignments and I am am responding the same. #UBCempathy pic.twitter.com/goDKPTKMqS

— charlesmenzies (@charlesmenzies) March 19, 2020

Third, any work that can be simplified, minimized, and flushed: FLUSH IT. Don't design a fancy new online course. It will suck & you will burn out. Choose the simplest solution for you & your students, with min admin. Focus on getting students feeling empowered & engaged. /3

— Dr Aisha Ahmad (@ProfAishaAhmad) March 18, 2020

It does have the benefit of making faculty think of equity and accessibility first, and design based not on what they want to do or the fanciest things they want to show off (not a subtweet to any UBC colleagues here, that I know anyway) …

— Dr Juliet Ó Brien (@obrienatrix) March 18, 2020

For colleagues, with love; especially to the bechildèd, I don’t know how you do it #academictwitter #CovidCampus #remoteteaching #OnlinisingIsNotOnline #AsynchronyInRealTime #PhilosophyOfSpaceAndTimehttps://t.co/hvQrgjUrpk

— Dr Juliet Ó Brien (@obrienatrix) March 17, 2020

With many forced to convert to teaching online, @HNet_Humanities has created a Resources for Teaching Online repository. Please consider sharing for those feeling overwhelmed by the fallout of #COVID19 and share widely. https://t.co/fwEDEAU6Fd #OnlineTeaching #onlineclasses pic.twitter.com/0lvAjV6bSc

— H-Net (@HNet_Humanities) March 16, 2020

Hi there – if you have any ideal/highly recommended university-wide or school/college-wide websites on how to manage the 'online pivot' from a faculty/staff perspective OR from a student learning perspective, please reply here. I'm updating https://t.co/8cGFOjxMlo Thx v much.

— Kris Olds (@GlobalHigherEd) March 17, 2020

"Due to concerns about COVID-19, our university recently gave me three hours to move our entire class online for the next 3 to 16 weeks. I am providing these instructions for a seamless, uninterrupted course experience."https://t.co/rzfJ0IQq9X

— Timothy McSweeney (@mcsweeneys) March 16, 2020

In case it is useful, a short summary of the research I cobbled together this weekend in preparation to move my @ubc courses online. #CovidCampus https://t.co/gDdfG8ETF5

— Dave Gaertner (@davegaertner) March 16, 2020

For the instances where I need to record lectures (which I won’t be doing for every class) I’ll be using ⁦@GetShareX⁩ . Non-proprietary tech including screen share. https://t.co/mkHOg3RVAD

— Dave Gaertner (@davegaertner) March 14, 2020

Ableds,

hi, hello, wish we could have met under better circumstances, but here we are.

Generally speaking people don’t care about ableism until it affects them so you are probably panic-following myself and a bunch of other disabled people

Here’s a crash course.

Thread

1/?

— Crutches&Spice ♿️ : Rude For A Disabled Person (@Imani_Barbarin) March 14, 2020

Right now, a lot of folks in #education #highered are being asked to move their teaching online, with little recognition from university leadership about what this means, not just practically, but also ethically. #EdTech

— Lucia Lorenzi, PhD (@empathywarrior) March 15, 2020

https://t.co/DkKXeTmMC0

— ilinca iurascu (@ilincaiurascu) March 14, 2020

https://t.co/9u6FBl7vau

— V21 Collective (@V21collective) March 14, 2020

Nice post on Five tips to move a face-to-face meeting online – Beth Cougler Blom ⁦@BCcampus⁩ https://t.co/6lfyptz8tB

— levalee (@levalee) March 14, 2020

To all my students who might be anxious or stressed about the uncertainty of classes, graduation, deadlines, basic security needs, or anything else: it is all figureoutable and you don't have to figure it out on your own. https://t.co/nqIKtLpb66

— Katherine Silver Kelly (@ksilverkelly) March 13, 2020

The move to online teaching is an emergency response to a public health crisis. It will be difficult, writes @AndreaEidinger, but learning new skills, even when it is hard, is always a good thing. https://t.co/zMSSATFm2r #COVID19 #CdnPSE pic.twitter.com/YuSoiZGPXU

— University Affairs (@UA_magazine) June 5, 2020

Students with disabilities have called for online and remote learning to be introduced for many years, writes Niamh Ní Hoireabhaird. Now that it is here, it must be built on https://t.co/7Be5GHwjus

— The University Times (@universitytimes) June 4, 2020

The move to online teaching is an emergency response to a public health crisis. It will be difficult, writes @AndreaEidinger, but learning new skills, even when it is hard, is always a good thing. https://t.co/zMSSATFm2r #COVID19 #CdnPSE pic.twitter.com/YuSoiZGPXU

— University Affairs (@UA_magazine) June 5, 2020

As I read through student and instructor responses to live-streamed classrooms I want to once again advocate for asynchronous learning. Use discussion boards, post slides, record short lecture "chunks." Even email. Create room to breathe. The rules of scheduling need not apply.

— Dave Gaertner (@davegaertner) March 18, 2020