Project Overview

Faculty Support & LMS Transition During COVID-19 Pandemic's Emergency Remote Learning 

Problem

In 2020, schools rapidly transitioned to remote instruction. The district’s initial online learning solution experienced significant implementation challenges, leaving many educators without reliable systems for delivering instruction and communicating with students. Faculty needed immediate support, guidance, and practical tools to continue teaching effectively in a virtual environment.

Solution

Leveraging prior experience with Canvas, I provided faculty support, troubleshooting, and training during the district’s transition to remote instruction.

When Schoology was later adopted as the district LMS, I designed and facilitated professional learning experiences, created job aids and tutorial resources, and supported faculty in developing online learning environments. To improve engagement and accountability, I integrated tools such as Edpuzzle and modeled effective practices for online instruction.

Impact

• Supported 100+ faculty during emergency remote learning transition

• Reduced reliance on one-on-one support through self-paced resources

• Increased LMS adoption and instructional continuity

• Enabled successful transition from emergency remote instruction to Schoology implementation

• Developed a multi-platform professional learning solution using Teams, Canvas, and Edpuzzle to support faculty during a district-wide transition to online instruction.

LEARNER ANALYSIS

Learner Profile

The primary learners were over 100 K-12 faculty members transitioning from face-to-face instruction to a fully online learning environment during the COVID-19 pandemic. Learners varied widely in technology proficiency, online teaching experience, and familiarity with learning management systems. Many were experienced classroom educators but had limited experience delivering instruction virtually.

Learner Needs

Faculty needed immediate access to practical tools, training, and support resources that would allow them to continue instruction without interruption. Key needs included learning how to communicate with students online, organize course materials, create digital learning activities, and monitor student participation in a virtual environment.

Prior Knowledge

Most faculty possessed strong content knowledge and classroom instructional experience but had varying levels of confidence using educational technology. While some educators had previous experience with Canvas, many were learning online instructional practices and LMS navigation for the first time.

Learner Goals

Upon completion of the training and support resources, faculty would be able to:

• Navigate and manage courses within the learning management system.

• Communicate effectively with students and families in a virtual environment.

• Create and organize online learning materials.

• Utilize digital tools to support engagement and accountability.

• Deliver instruction confidently in a remote learning setting.

Design Rationale

During the rapid transition to online learning, I leveraged Microsoft Teams, Canvas, and Edpuzzle to provide faculty with accessible, just-in-time support. I created and facilitated virtual training sessions through Teams, enrolled educators in a self-paced Canvas course, and developed video-based learning activities in Edpuzzle to guide faculty through course setup, online instruction, and assessment practices. The use of Edpuzzle allowed educators to engage with training content asynchronously while providing accountability and completion tracking.

Prototype Highlights

The solution included multiple learning pathways to accommodate varying levels of technology proficiency and instructional experience. Faculty could participate in live virtual workshops, access asynchronous training modules, complete guided practice activities, and reference job aids while implementing online instruction in their own courses.

Sample Learning Assets

EVALUATION

Methods

The effectiveness of the solution was evaluated through faculty participation data, completion tracking, workshop feedback, and ongoing support requests. Continuous improvements were made based on faculty needs and implementation challenges identified during the transition.

Results

• Supported 100+ faculty during emergency remote instruction

• Facilitated successful adoption of Canvas, Microsoft Teams, and Schoology

• Reduced reliance on one-on-one technical support through self-paced resources

• Increased faculty confidence with online instruction and LMS navigation

• Standardized onboarding processes for both faculty and students

• Enabled instructional continuity during the COVID-19 transition to remote learning

Key Takeaways

This project demonstrated the importance of combining synchronous instruction, asynchronous learning, performance support resources, and ongoing coaching to support large-scale organizational change. The experience reinforced the value of learner-centered design, just-in-time training, and scalable support systems during technology adoption initiatives.

Professional Reflection

This project strengthened my ability to design scalable learning solutions during periods of rapid organizational change. By combining instructor-led training, self-paced learning, performance support resources, and learner analytics, I was able to support faculty adoption of new technologies while maintaining instructional continuity for students.

Source: K12, Inc Fired After 270k Miami Students Suffer Disastrous First Two Weeks of Fall Term