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Sue's Education Site
Home
Sue's hints and tips
Online Learning
Online teaching
Online courses to do
Great apps
Free stuff during COVID-19
Teaching Resources
Subject associations
Things to do - ākonga
Websites to visit
Minecraft
Resources to download
YouTube Channels
Subject specific ideas
Outdoors
How to...
Learning Support Resources
Gifted and Talented
Dyslexia
Performing Arts
Cool clips to watch
Perf Arts for students
Perf Arts for teachers
Social Emotional
Blogs to read
Articles to read
Social Media
Genealogy
Other useful sites
More
Home
Sue's hints and tips
Online Learning
Online teaching
Online courses to do
Great apps
Free stuff during COVID-19
Teaching Resources
Subject associations
Things to do - ākonga
Websites to visit
Minecraft
Resources to download
YouTube Channels
Subject specific ideas
Outdoors
How to...
Learning Support Resources
Gifted and Talented
Dyslexia
Performing Arts
Cool clips to watch
Perf Arts for students
Perf Arts for teachers
Social Emotional
Blogs to read
Articles to read
Social Media
Genealogy
Other useful sites
Online teaching
Please do a bad job of putting your courses online
I’m absolutely serious. For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building…
The Dos and Don'ts of Teaching Online
It's a whole new world.
17 Working From Home Tips For Anyone Who's Not Used To Working Remotely
WFH doesn't have to be an endless slog.
COVID-19 support resources | Google for Education
For educators and IT administrators preparing for potential school closures affected by COVID-19 — or currently facing closures — here are a few ways to engage students through distance learning.
Resources For Teaching and Learning During This Period of Social Distancing - MindShift
School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times.
Teach from Home
A temporary hub of information and tools to help teachers during the coronavirus (COVID-19) crisis.
What Teachers in China Have Learned in the Past Month
An American whose classroom in Beijing is now online shares what she and her team have learned since the coronavirus hit, just as U.S. teachers make the same shift.
Keep them 'connected': Advice for taking learning online
Some key points to consider when planning to take your face to face class / school fully online.
Zoom’s A Lifeline During COVID-19: This Is Why It’s Also A Privacy Risk
Many people are using the video conferencing app Zoom for work, health related meetings and socialising during the coronavirus crisis. But the service might not be as private as you think…
Teachers, The Next Weeks of Online Learning Don't Have to Be Perfect
Keep lessons short and communication open.
Why Learning at Home Should Be More Self-Directed—and Less Structured
On March 18, 2020, Simone Kern tweeted that simply “recreating schools at home” passes up a golden opportunity to engage kids in authentic, self-directed learning.
Customize 74+ Zoom Virtual Backgrounds Templates Online - Canva
Browse our collection of Zoom Background Templates and make your virtual meetings more fun!
What does Crisis Education look like?
Research on the Effectiveness of Online Learning
Transforming Your Online Teaching From Crisis to Community
Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review
Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6- to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for non-intensive (12–13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.
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