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Scoop.it!
As we leave behind 2021 and move to 2022, here are some articles on transition: 
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Scoop.it!
As universities rush to get all their courses online quickly, there’s a high probability of error but also a lot you can do to succeed. Problems may occur due to overtaxed technological infrastructure, your students’ disorientation and fear, and your own learning curve. On the positive side, you learn for a living, so you are good at it! Being open to the current crisis-driven educational opportunity is a call to action. The reputation and integrity of your institution—and you!—depends upon your offering engaging online classes. (No pressure.) Below are a few tips to get you started.
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Last week I gave a webinar through UCI on transitioning from teaching to instructional design. I shared my story of moving from teaching to instructional design as well as tips for finding a job. While this presentation was primarily aimed at teachers, much of the content also applies to others looking to change careers. The recording is now available on YouTube.
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Looking to go digital in your classroom in a meaningful way? Here are the six core steps to making it happen. Via EDTECH@UTRGV
elearning at eCampus ULg's curator insight,
May 29, 2016 3:27 AM
Will definitly use that during my next training session about Web 2.0 for teachers
Dr. Amana Levi's curator insight,
May 29, 2016 10:09 PM
The transition to digital classroom can be a seamless task with enough professional development and school-based supports in place. Stakeholder buy-in is an important part of this process. Consider how these 6 steps could increase the efficacy and fidelity of lesson planning.
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This blog is to provide information to University of Melbourne Library staff
“My original intention was to develop a ‘Transition to University’ lens for the SCONUL 7 Pillars of Information Literacy but I quickly realised that I wasn’t going to be able to put together something that would apply for students across all subject areas and different types of course. I therefore narrowed my scope to the information skills of new students of English within the university for which I work.” Niamh Tumelty
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The COVID-19 pandemic reminds us that in times of turmoil, decisions made for the greater good can have collateral impacts. It’s becoming evident that efforts to contain the virus and limit social distancing are increasing precarity for some people, especially those already in socio-economically disadvantaged positions. Universities are not immune to these collateral impacts, and last week’s decision by most Canadian universities to finish the current term by moving pedagogical components online is one of those times when a small segment of students will be neglected in a move meant to benefit all of them.
The decision is a show of resilience and solidarity by our higher education institutions. But the problem is the digital divide among students. Even in our great cosmopolitan country, not everyone has equal access to the web and all its resources. This digital divide was on the radar a few years ago, with a push to bring broadband to remote constituencies. But less attention has been devoted to the divide in urban settings, and especially within the hubs of knowledge that are universities.
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The University of Oregon is improving retention rates with a variety of student supports that help pave the way to success on campus and beyond.
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Transitioning to Digital When you’re moving to digital platforms and students having devices, what do you do first? Not Materials Online Your first move is NOT to just post all your documents online. Nor is it to make a bunch of videos of you teaching. Paradigm Shift Using digital materials should be more than going … Via WebTeachers
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In this article, you’ll learn how to use the information gathered in the analysis step to construct your overall learning package. Whether you’re thinking of pure elearning or mixing it up with a blend, this guide can help you consider what might work where. And if you’re still deciding whether to keep face-to-face in the mix, there might be …
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