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"Zapps are apps that you can use within the Zoom platform to help improve productivity and create more engaging experiences. No more switching between multiple applications on your desktop. Now you can quickly navigate to apps within the Zoom interface to streamline permissions, grant document accessibility, and collaborate on screen."

"We were happy to find no difference in the effectiveness, performance ratings,  or promotions for individuals and teams whose work requires collaboration with colleagues around the world versus Googlers who spend most of their day to day working with colleagues in the same office. Well-being standards were uniform across the board as well; Googlers or teams who work virtually find ways to prioritize a steady work-life balance by prioritizing important rituals like a healthy night's sleep and exercise just as non-distributed team members do. At the same time, we did hear from Googlers that working with colleagues across the globe can make it more difficult to establish connections-in many senses of the word. Coordinating schedules across time zones and booking a conference room for a video chat takes more logistical brain power than dropping by a coworkers desk for a meeting over coffee. The technology itself can also be limiting- glitchy video or faulty sound makes impromptu conversations that help teammates get to know, and trust each other, seem like more trouble than they're worth."

"expect to see more colleges turn to these providers, said Michael Feldstein, a consultant and co-publisher of the popular e-Literate blog, who has long followed the OPM market. A survey released last week by The Chronicle of Higher Education and P3-EDU, a conference on public-private partnerships to be hosted by George Mason University, found that 42 percent of provosts, chief financial officers and presidents surveyed said that expanding online programs was the area they most considered turning to a private company to help with."

"Count the number of academic librarians.  Hire that many instructional designers."

"Jakubowski identified some key steps institutions might take to mitigate risk and set themselves on a path for achieving accessibility success"

"However, it is individual faculty, not CAOs and CIOs, who make the decisions about course materials - and by extension, the use of OER materials in their classes.   And there is evidence that faculty are far less enthusiastic about OER than CAOs and CIOs. Drawing again from the 2018 Campus Computing Survey, just two-fifths (38 percent) of CIOs report that faculty at their institution "believe that the quality of OER course materials is about the same as comparable commercial products.""

"The Online program management (OPM) market is growing in terms of the number of institutions using OPM providers and in the number of providers. The market is also showing signs of consolidation as the providers figure out how to position themselves in this competitive landscape. What we don't hear much about is the international trend that is also taking shape. Yes, the US market started earlier and is still larger than all others combined, but the international market is growing and becoming more and more important."

"The important point to remember is that the fair use guidelines that are used to determine what materials can be used on the local campus do not automatically transfer to online courses offered to the consumer public. To many faculty, these rules seem bureaucratic, but librarians can help navigate the terrain that faculty are not accustomed to dealing with. And, by becoming comfortable with copyright provisions themselves, faculty can ensure that their online students access the same level of resources that on-campus students enjoy."

"Professor Eric Faden of Bucknell University created this humorous, yet informative, review of copyright principles delivered through the words of the very folks we can thank for nearly endless copyright terms."

"These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students."

"In the "What is Open Pedagogy" section, Robin DeRosa and Rajiv Jhangiani resist defining open pedagogy and encourage contributors to understand that the concept is continually changing shape and under negotiation. For these authors, open pedagogy is "a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures." They encourage consideration of hopes and aspirations for education rather than seeking a solidified definition."

"The new university/company AI partnership model will resemble the current online program management model, in which the AI company de-risks the AI investment with up-front capital and resources, and is paid by a revenue share."

"In essence, inclusive and open pedagogies are rooted in empathy and require that we take a humanistic approach in creating learning experiences. Empathy creates room to value multiple viewpoints. And when learners are not treated as "others," trust can be established. As empathy, trust, and respect become more prevalent, learners find the confidence to increasingly participate, engage, and take more ownership of their development and their learning. In this way, inclusive pedagogy is open, and open pedagogy is inclusive."

"The learning experience that you offer your students may still be unknown, unintentional, or misunderstood; nevertheless, you are offering an experience. An e-learning course with 77 content tabs, for example, may evoke a feeling among your students of being overwhelmed, just as presenting the plagiarism policy as the homepage of your course (you know who you are) may elicit a rigid first impression. This is where we can learn from the curators of the theme park experience-by meticulously curating a course to include enough "thrill" for our accelerated student and enough "support" for our remedial student, while still leaving enough room for every student's self-expression."

"one study found that regular online testing enhanced student learning (Angus & Watson, 2009). Another study found no differences in student performance between online and face-to-face testing (Karkee, Kim, & Fatica, 2010). There's really no right answer to be found in the research literature. All of us need to make our own plans about how and when to measure student learning. Hopefully, these plans are based in sound educational principles and result in effective assessment practices. Read on to learn more about some of the issues related to online testing."

"The curb-cut principle is the idea that some accommodations intended for specific audiences provide benefits to others as well. For example, sidewalk curb cuts for wheelchair users are also beneficial for bicycles, shopping carts, and strollers. This same principle applies to digital accommodations. It can be very helpful to identify some accessibility fixes that are likely to have a greater impact than others. For example, captions are essential for students who are deaf or hard of hearing but are also beneficial to second-language learners or anyone in a noisy environment."

"Tech companies and higher education come together to increase the level of skills and awareness of accessibility among graduates." By Jeremy Van Hof, MSU Broad.

"In order for your virtual meetings to be productive, they need to be effectively managed. Read on for our 4 simple tips for effective virtual meeting management."

"My students had never expressed it in quite this way, but I know they'd experienced something similar. When I asked them about the audiences they'd written for previously, the most common response was "the teacher." In my book, that's not good."