The distance learning playbook for college and university instruction: teaching for engagement & impact in any setting
"First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learni...
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, California
Corwin, a SAGE Publishing Company
2020
|
| Schlagworte: | |
| Online-Zugang: | FHD01 KSH02 KSH03 |
| Zusammenfassung: | "First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance [...] What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance."--Back cover |
| Beschreibung: | "Visit the companion website at resources.corwin.com/DLPlaybook-college for downloadable resources and videos" |
| Beschreibung: | 1 online resource (xiii, 184 pages) illustrations |
| ISBN: | 9781071838549 1071838547 |
Internformat
MARC
| LEADER | 00000nmm a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV047129443 | ||
| 003 | DE-604 | ||
| 005 | 20220412 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 210208s2020 |||| o||u| ||||||eng d | ||
| 020 | |a 9781071838549 |c online |9 9781071838549 | ||
| 020 | |a 1071838547 |9 1071838547 | ||
| 035 | |a (OCoLC)1312692323 | ||
| 035 | |a (DE-599)BVBBV047129443 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-1949 |a DE-M483 |a DE-1050 | ||
| 100 | 1 | |a Fisher, Douglas |d 1965- |0 (DE-588)1103479334 |4 aut | |
| 245 | 1 | 0 | |a The distance learning playbook for college and university instruction |b teaching for engagement & impact in any setting |c Douglas Fisher, Nancy Frey, John Almarode, John Hattie |
| 264 | 1 | |a Thousand Oaks, California |b Corwin, a SAGE Publishing Company |c 2020 | |
| 300 | |a 1 online resource (xiii, 184 pages) |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a "Visit the companion website at resources.corwin.com/DLPlaybook-college for downloadable resources and videos" | ||
| 505 | 8 | |a 1. Self-care : Learning intentions and success criteria -- 2. The first week of classes : Learning intentions and success criteria ; Develop a classroom management plan for distance learning ; Establish norms ; Link norms to class agreements ; Identify expectations for synchronous distance learning ; Develop and teach organizational and procedural routines ; Design a considerate website ; Your first distance classes ; Learn students' interests -- 3. Faculty-student relationships from a distance : Learning intentions and success criteria ; Characteristics of faculty-student relationships ; Judgment and will, not just knowledge and ability ; Peer-to-peer relationships are influenced, too ; A "chilly" classroom ; Reaching the hard to teach ; Increase your touchpoints with all students -- 4. Teacher credibility at a distance : Learning intentions and success criteria ; Teacher credibility defined -- | |
| 505 | 8 | |a 5. Teach clarity at a distance : Learning intentions and success criteria ; Start with the standards and competencies ; Create a flow of learning: planning for class ; Create learning intentions ; Identify success criteria ; Find the relevance -- 6. Engaging tasks at a distance : Learning intentions and success criteria ; Think functions of engagement, not just tools ; Set the conditions for engagement and learning ; Select the tools that meet these functions and conditions ; Design tasks with engagement in mind ; Design a considerate schedule to promote engagement -- 7. Planning learning experiences at a distance : Learning intentions and success criteria ; Demonstrating ; Collaborating ; Coaching and facilitating ; Practicing -- 8. Feedback, assessment, and grading : Learning intentions and success criteria ; Feedback to students ; The socioemotional links to feedback ; Feedback at a distance ; Formative evaluation ; Summative evaluations ; Competency-based grading -- | |
| 505 | 8 | |a 9. Keeping the focus on learning, distance or otherwise : Learning intentions and success criteria ; Learning from other crises ; Use crisis learning to make colleges and universities better ; Make learning better for students ; Make learning better for teachers | |
| 520 | 3 | |a "First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance [...] What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance."--Back cover | |
| 653 | 0 | |a Education, Higher / Computer-assisted instruction | |
| 653 | 0 | |a Distance education | |
| 653 | 0 | |a Web-based instruction | |
| 653 | 0 | |a Telecommunication in education | |
| 653 | 0 | |a Distance education | |
| 653 | 0 | |a Education, Higher / Computer-assisted instruction | |
| 653 | 0 | |a Telecommunication in education | |
| 653 | 0 | |a Web-based instruction | |
| 653 | 6 | |a Electronic books | |
| 653 | 6 | |a Electronic books | |
| 700 | 1 | |a Frey, Nancy |d 1959- |0 (DE-588)141222670 |4 aut | |
| 700 | 1 | |a Almarode, John |4 aut | |
| 700 | 1 | |a Hattie, John |d 1950- |0 (DE-588)139808264 |4 aut | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 9781071838556 |
| 912 | |a ZDB-4-NLEBK |a ZDB-30-PQE | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032535602 | ||
| 966 | e | |u https://ebookcentral.proquest.com/lib/th-deggendorf/detail.action?docID=6460114 |l FHD01 |p ZDB-30-PQE |q FHD01_PQE_Kauf |x Aggregator |3 Volltext | |
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2733970&site=ehost-live |l KSH02 |p ZDB-4-NLEBK |q KSH02_Einzelkauf |x Aggregator |3 Volltext | |
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2733970&site=ehost-live |l KSH03 |p ZDB-4-NLEBK |q KSH03_Einzelkauf |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804182180120756224 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Fisher, Douglas 1965- Frey, Nancy 1959- Almarode, John Hattie, John 1950- |
| author_GND | (DE-588)1103479334 (DE-588)141222670 (DE-588)139808264 |
| author_facet | Fisher, Douglas 1965- Frey, Nancy 1959- Almarode, John Hattie, John 1950- |
| author_role | aut aut aut aut |
| author_sort | Fisher, Douglas 1965- |
| author_variant | d f df n f nf j a ja j h jh |
| building | Verbundindex |
| bvnumber | BV047129443 |
| collection | ZDB-4-NLEBK ZDB-30-PQE |
| contents | 1. Self-care : Learning intentions and success criteria -- 2. The first week of classes : Learning intentions and success criteria ; Develop a classroom management plan for distance learning ; Establish norms ; Link norms to class agreements ; Identify expectations for synchronous distance learning ; Develop and teach organizational and procedural routines ; Design a considerate website ; Your first distance classes ; Learn students' interests -- 3. Faculty-student relationships from a distance : Learning intentions and success criteria ; Characteristics of faculty-student relationships ; Judgment and will, not just knowledge and ability ; Peer-to-peer relationships are influenced, too ; A "chilly" classroom ; Reaching the hard to teach ; Increase your touchpoints with all students -- 4. Teacher credibility at a distance : Learning intentions and success criteria ; Teacher credibility defined -- 5. Teach clarity at a distance : Learning intentions and success criteria ; Start with the standards and competencies ; Create a flow of learning: planning for class ; Create learning intentions ; Identify success criteria ; Find the relevance -- 6. Engaging tasks at a distance : Learning intentions and success criteria ; Think functions of engagement, not just tools ; Set the conditions for engagement and learning ; Select the tools that meet these functions and conditions ; Design tasks with engagement in mind ; Design a considerate schedule to promote engagement -- 7. Planning learning experiences at a distance : Learning intentions and success criteria ; Demonstrating ; Collaborating ; Coaching and facilitating ; Practicing -- 8. Feedback, assessment, and grading : Learning intentions and success criteria ; Feedback to students ; The socioemotional links to feedback ; Feedback at a distance ; Formative evaluation ; Summative evaluations ; Competency-based grading -- 9. Keeping the focus on learning, distance or otherwise : Learning intentions and success criteria ; Learning from other crises ; Use crisis learning to make colleges and universities better ; Make learning better for students ; Make learning better for teachers |
| ctrlnum | (OCoLC)1312692323 (DE-599)BVBBV047129443 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05792nmm a2200541 c 4500</leader><controlfield tag="001">BV047129443</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20220412 </controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">210208s2020 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781071838549</subfield><subfield code="c">online</subfield><subfield code="9">9781071838549</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1071838547</subfield><subfield code="9">1071838547</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312692323</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047129443</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-1949</subfield><subfield code="a">DE-M483</subfield><subfield code="a">DE-1050</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Fisher, Douglas</subfield><subfield code="d">1965-</subfield><subfield code="0">(DE-588)1103479334</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The distance learning playbook for college and university instruction</subfield><subfield code="b">teaching for engagement & impact in any setting</subfield><subfield code="c">Douglas Fisher, Nancy Frey, John Almarode, John Hattie</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Thousand Oaks, California</subfield><subfield code="b">Corwin, a SAGE Publishing Company</subfield><subfield code="c">2020</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xiii, 184 pages)</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">"Visit the companion website at resources.corwin.com/DLPlaybook-college for downloadable resources and videos"</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">1. Self-care : Learning intentions and success criteria -- 2. The first week of classes : Learning intentions and success criteria ; Develop a classroom management plan for distance learning ; Establish norms ; Link norms to class agreements ; Identify expectations for synchronous distance learning ; Develop and teach organizational and procedural routines ; Design a considerate website ; Your first distance classes ; Learn students' interests -- 3. Faculty-student relationships from a distance : Learning intentions and success criteria ; Characteristics of faculty-student relationships ; Judgment and will, not just knowledge and ability ; Peer-to-peer relationships are influenced, too ; A "chilly" classroom ; Reaching the hard to teach ; Increase your touchpoints with all students -- 4. Teacher credibility at a distance : Learning intentions and success criteria ; Teacher credibility defined -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5. Teach clarity at a distance : Learning intentions and success criteria ; Start with the standards and competencies ; Create a flow of learning: planning for class ; Create learning intentions ; Identify success criteria ; Find the relevance -- 6. Engaging tasks at a distance : Learning intentions and success criteria ; Think functions of engagement, not just tools ; Set the conditions for engagement and learning ; Select the tools that meet these functions and conditions ; Design tasks with engagement in mind ; Design a considerate schedule to promote engagement -- 7. Planning learning experiences at a distance : Learning intentions and success criteria ; Demonstrating ; Collaborating ; Coaching and facilitating ; Practicing -- 8. Feedback, assessment, and grading : Learning intentions and success criteria ; Feedback to students ; The socioemotional links to feedback ; Feedback at a distance ; Formative evaluation ; Summative evaluations ; Competency-based grading -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">9. Keeping the focus on learning, distance or otherwise : Learning intentions and success criteria ; Learning from other crises ; Use crisis learning to make colleges and universities better ; Make learning better for students ; Make learning better for teachers</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance [...] What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance."--Back cover</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education, Higher / Computer-assisted instruction</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Distance education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Web-based instruction</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Telecommunication in education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Distance education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education, Higher / Computer-assisted instruction</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Telecommunication in education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Web-based instruction</subfield></datafield><datafield tag="653" ind1=" " ind2="6"><subfield code="a">Electronic books</subfield></datafield><datafield tag="653" ind1=" " ind2="6"><subfield code="a">Electronic books</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Frey, Nancy</subfield><subfield code="d">1959-</subfield><subfield code="0">(DE-588)141222670</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Almarode, John</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hattie, John</subfield><subfield code="d">1950-</subfield><subfield code="0">(DE-588)139808264</subfield><subfield code="4">aut</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="z">9781071838556</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield><subfield code="a">ZDB-30-PQE</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032535602</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://ebookcentral.proquest.com/lib/th-deggendorf/detail.action?docID=6460114</subfield><subfield code="l">FHD01</subfield><subfield code="p">ZDB-30-PQE</subfield><subfield code="q">FHD01_PQE_Kauf</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2733970&site=ehost-live</subfield><subfield code="l">KSH02</subfield><subfield code="p">ZDB-4-NLEBK</subfield><subfield code="q">KSH02_Einzelkauf</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2733970&site=ehost-live</subfield><subfield code="l">KSH03</subfield><subfield code="p">ZDB-4-NLEBK</subfield><subfield code="q">KSH03_Einzelkauf</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV047129443 |
| illustrated | Illustrated |
| index_date | 2024-07-03T16:31:52Z |
| indexdate | 2024-07-10T09:03:27Z |
| institution | BVB |
| isbn | 9781071838549 1071838547 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032535602 |
| oclc_num | 1312692323 |
| open_access_boolean | |
| owner | DE-1949 DE-M483 DE-1050 |
| owner_facet | DE-1949 DE-M483 DE-1050 |
| physical | 1 online resource (xiii, 184 pages) illustrations |
| psigel | ZDB-4-NLEBK ZDB-30-PQE ZDB-30-PQE FHD01_PQE_Kauf ZDB-4-NLEBK KSH02_Einzelkauf ZDB-4-NLEBK KSH03_Einzelkauf |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Corwin, a SAGE Publishing Company |
| record_format | marc |
| spelling | Fisher, Douglas 1965- (DE-588)1103479334 aut The distance learning playbook for college and university instruction teaching for engagement & impact in any setting Douglas Fisher, Nancy Frey, John Almarode, John Hattie Thousand Oaks, California Corwin, a SAGE Publishing Company 2020 1 online resource (xiii, 184 pages) illustrations txt rdacontent c rdamedia cr rdacarrier "Visit the companion website at resources.corwin.com/DLPlaybook-college for downloadable resources and videos" 1. Self-care : Learning intentions and success criteria -- 2. The first week of classes : Learning intentions and success criteria ; Develop a classroom management plan for distance learning ; Establish norms ; Link norms to class agreements ; Identify expectations for synchronous distance learning ; Develop and teach organizational and procedural routines ; Design a considerate website ; Your first distance classes ; Learn students' interests -- 3. Faculty-student relationships from a distance : Learning intentions and success criteria ; Characteristics of faculty-student relationships ; Judgment and will, not just knowledge and ability ; Peer-to-peer relationships are influenced, too ; A "chilly" classroom ; Reaching the hard to teach ; Increase your touchpoints with all students -- 4. Teacher credibility at a distance : Learning intentions and success criteria ; Teacher credibility defined -- 5. Teach clarity at a distance : Learning intentions and success criteria ; Start with the standards and competencies ; Create a flow of learning: planning for class ; Create learning intentions ; Identify success criteria ; Find the relevance -- 6. Engaging tasks at a distance : Learning intentions and success criteria ; Think functions of engagement, not just tools ; Set the conditions for engagement and learning ; Select the tools that meet these functions and conditions ; Design tasks with engagement in mind ; Design a considerate schedule to promote engagement -- 7. Planning learning experiences at a distance : Learning intentions and success criteria ; Demonstrating ; Collaborating ; Coaching and facilitating ; Practicing -- 8. Feedback, assessment, and grading : Learning intentions and success criteria ; Feedback to students ; The socioemotional links to feedback ; Feedback at a distance ; Formative evaluation ; Summative evaluations ; Competency-based grading -- 9. Keeping the focus on learning, distance or otherwise : Learning intentions and success criteria ; Learning from other crises ; Use crisis learning to make colleges and universities better ; Make learning better for students ; Make learning better for teachers "First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance [...] What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance."--Back cover Education, Higher / Computer-assisted instruction Distance education Web-based instruction Telecommunication in education Electronic books Frey, Nancy 1959- (DE-588)141222670 aut Almarode, John aut Hattie, John 1950- (DE-588)139808264 aut Erscheint auch als Druck-Ausgabe 9781071838556 |
| spellingShingle | Fisher, Douglas 1965- Frey, Nancy 1959- Almarode, John Hattie, John 1950- The distance learning playbook for college and university instruction teaching for engagement & impact in any setting 1. Self-care : Learning intentions and success criteria -- 2. The first week of classes : Learning intentions and success criteria ; Develop a classroom management plan for distance learning ; Establish norms ; Link norms to class agreements ; Identify expectations for synchronous distance learning ; Develop and teach organizational and procedural routines ; Design a considerate website ; Your first distance classes ; Learn students' interests -- 3. Faculty-student relationships from a distance : Learning intentions and success criteria ; Characteristics of faculty-student relationships ; Judgment and will, not just knowledge and ability ; Peer-to-peer relationships are influenced, too ; A "chilly" classroom ; Reaching the hard to teach ; Increase your touchpoints with all students -- 4. Teacher credibility at a distance : Learning intentions and success criteria ; Teacher credibility defined -- 5. Teach clarity at a distance : Learning intentions and success criteria ; Start with the standards and competencies ; Create a flow of learning: planning for class ; Create learning intentions ; Identify success criteria ; Find the relevance -- 6. Engaging tasks at a distance : Learning intentions and success criteria ; Think functions of engagement, not just tools ; Set the conditions for engagement and learning ; Select the tools that meet these functions and conditions ; Design tasks with engagement in mind ; Design a considerate schedule to promote engagement -- 7. Planning learning experiences at a distance : Learning intentions and success criteria ; Demonstrating ; Collaborating ; Coaching and facilitating ; Practicing -- 8. Feedback, assessment, and grading : Learning intentions and success criteria ; Feedback to students ; The socioemotional links to feedback ; Feedback at a distance ; Formative evaluation ; Summative evaluations ; Competency-based grading -- 9. Keeping the focus on learning, distance or otherwise : Learning intentions and success criteria ; Learning from other crises ; Use crisis learning to make colleges and universities better ; Make learning better for students ; Make learning better for teachers |
| title | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting |
| title_auth | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting |
| title_exact_search | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting |
| title_exact_search_txtP | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting |
| title_full | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting Douglas Fisher, Nancy Frey, John Almarode, John Hattie |
| title_fullStr | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting Douglas Fisher, Nancy Frey, John Almarode, John Hattie |
| title_full_unstemmed | The distance learning playbook for college and university instruction teaching for engagement & impact in any setting Douglas Fisher, Nancy Frey, John Almarode, John Hattie |
| title_short | The distance learning playbook for college and university instruction |
| title_sort | the distance learning playbook for college and university instruction teaching for engagement impact in any setting |
| title_sub | teaching for engagement & impact in any setting |
| work_keys_str_mv | AT fisherdouglas thedistancelearningplaybookforcollegeanduniversityinstructionteachingforengagementimpactinanysetting AT freynancy thedistancelearningplaybookforcollegeanduniversityinstructionteachingforengagementimpactinanysetting AT almarodejohn thedistancelearningplaybookforcollegeanduniversityinstructionteachingforengagementimpactinanysetting AT hattiejohn thedistancelearningplaybookforcollegeanduniversityinstructionteachingforengagementimpactinanysetting |