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00000cam a2200000 i 4500 |
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on1203974933 |
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OCoLC |
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20241006213017.0 |
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|a 1235896986
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|a 9781071838556
|q (electronic bk.)
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|a (OCoLC)1203974933
|z (OCoLC)1235896986
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|a 97CF0392-356E-49E6-BA56-F29B6883E3EF
|b OverDrive, Inc.
|n http://www.overdrive.com
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|a LB2395.7
|b .F57 2020eb
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| 049 |
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|a HCDD
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| 100 |
1 |
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|a Fisher, Douglas,
|d 1965-
|e author.
|1 https://id.oclc.org/worldcat/entity/E39PCjxhmqjj4cmdcp4pTfQCV3
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| 245 |
1 |
4 |
|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.
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| 264 |
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1 |
|a Thousand Oaks, California :
|b Corwin, a SAGE Publishing Company,
|c 2020
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| 300 |
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|a 1 online resource (xiii, 184 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 500 |
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|a "Visit the companion website at resources.corwin.com/DLPlaybook-college for downloadable resources and videos."
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| 504 |
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|a Includes bibliographical references (pages 169-173) and index
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0 |
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|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 -- 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.
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|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
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|a Description based on online resource; title from digital title page (ProQuest Ebook Central, viewed on January 20, 2023).
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| 650 |
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0 |
|a Education, Higher
|x Computer-assisted instruction.
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| 650 |
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0 |
|a Distance education.
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| 650 |
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0 |
|a Web-based instruction.
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| 650 |
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0 |
|a Telecommunication in education.
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| 650 |
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7 |
|a Distance education
|2 fast
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| 650 |
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7 |
|a Education, Higher
|x Computer-assisted instruction
|2 fast
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| 650 |
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7 |
|a Telecommunication in education
|2 fast
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| 650 |
|
7 |
|a Web-based instruction
|2 fast
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| 700 |
1 |
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|a Frey, Nancy,
|d 1959-
|e author.
|1 https://id.oclc.org/worldcat/entity/E39PCjt9CVJCFbd33bjpRDTBvb
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| 700 |
1 |
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|a Almarode, John,
|e author.
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| 700 |
1 |
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|a Hattie, John,
|e author.
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| 776 |
0 |
8 |
|i Print version:
|a Fisher, Douglas, 1965-
|t Distance learning playbook for college and university instruction.
|d Thousand Oaks, California : Corwin, a SAGE Publishing Company, 2020
|z 1071838679
|w (OCoLC)1191236865
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=6460114
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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