This paper uses the community of inquiry model to describe the principles of collaboration. The principles describe social and cognitive presence issues associated with the three functions of teaching presence-design, facilitation and direction. Guidelines are discussed for each of the principles. Garrison, D. R. (2006a). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1) pp. 25-34.

Excellent blog post about how to manage social media as a professional. Valuable advice includes keeping profile pics and bios up to date and use of different tools for distribution, retweeting etc.

There are two misconceptions that we think hinder teachers' creativity when thinking about teaching online. The first is a tendency to think of ways of approximating their face-to-face teaching into an online format as much as possible - instead of considering the possibilities afforded by the new medium, with the diverse opportunities for engagement and communication. The (problematic) assumptions behind this include a belief that text is less personal, that immediacy is inherently more valuable, and that approximating face-to-face is beneficial. The second, which relates to the first, is the belief (as Kolowich suggests) that increasing the "human" element of an online course is best done by either showing the face/voice of the teacher (e.g., as in pre-recorded lectures used in many xMOOCs), approximating a non-interactive lecture-based face-to-face class, or interacting synchronously (as in Google Hangouts), approximating a discussion-based face-to-face class. An automatic preference for synchronous (usually audiovisual) interaction with students is often a "mistake". It would, teachers imagine, be just like a face-to-face class, only online. Right? Actually, usually not. Maha has had experiences facilitating web-based video dialogue, and even though she sees it could have enormous potential when it works well, very often it does not. When we learn online, we are not together in one room, and we need to recognize not only the limitations of that, but the openness of its possibilities. The strengths of online learning, especially in massive courses such as MOOCs, and especially for adult learners, might lie in their asynchronous interactive components.

Education in 2030 is a free 60 page report that deep dives through the four drivers of the global expansion in education and identifies 5 Scenarios for the Future of Learning and Talent. Methodology for developing the scenarios is explained and over 100 charts and tables are provided with sources and references for further research. DOWNLOAD the full report

Critical Studies in Education: Vol 60, No 1 In this article, we attempt to define and explore a concept of 'radical digital citizenship' and its implications for digital education. We argue that the 'digital' and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a 'radical digital citizenship' in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.

This article is part of the guide https://www.edsurge.com/research/guides/sustaining-higher-education-in-the-coronavirus-crisis Experts in online teaching have been debating and researching the question of synchronous versus asynchronous for decades. Since the 1990s and the rise of online video conferencing, though, it has been possible for educators to choose which activities in their distance-education courses to conduct synchronously and which to leave as asynchronous. The overall advice from experts is to mix both formats in any given class.

Pat Thomson starts a series of posts about blogging and posting as a guest.