The Distance Learning Playbook for College and University Instruction

Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.

• List of VideosAcknowledgmentsIntroductionA Visible Learning® PrimerVisible Learning and Distance LearningA Question of EquityModule 1: Self-CareLearning Intentions and Success CriteriaConclusionModule 2: The First Week of ClassesLearning Intentions and Success CriteriaDevelop a Classroom Management Plan for Distance LearningEstablish NormsLink Norms to Class AgreementsIdentify Expectations for Synchronous Distance LearningDevelop and Teach Organizational and Procedural RoutinesDesign a Considerate WebsiteYour First Distance ClassesLearn Students’ InterestsConclusionModule 3: Faculty—Student Relationships From a DistanceLearning Intentions and Success CriteriaCharacteristics of Faculty–Student RelationshipsJudgment and Will, Not Just Knowledge and AbilityPeer-to-Peer Relationships Are Influenced, TooA “Chilly” ClassroomReaching the Hard to TeachIncrease Your Touchpoints With All StudentsConclusionModule 4: Teacher Credibility at a DistanceLearning Intentions and Success CriteriaTeacher Credibility DefinedConclusionModule 5: Teacher Clarity at a DistanceLearning Intentions and Success CriteriaStart With the Standards and CompetenciesCreate a Flow of Learning: Planning for ClassCreate Learning IntentionsIdentify Success CriteriaFind the RelevanceConclusionModule 6: Engaging Tasks at a DistanceLearning Intentions and Success CriteriaThink Functions of Engagement, Not Just ToolsSet the Conditions for Engagement and LearningSelect the Tools That Meet These Functions and ConditionsDesign Tasks With Engagement in MindDesign a Considerate Schedule to Promote EngagementConclusionModule 7: Planning Learning Experiences at a DistanceLearning Intentions and Success CriteriaDemonstratingCollaboratingCoaching and FacilitatingPracticingConclusionModule 8: Feedback, Assessment, and GradingLearning Intentions and Success CriteriaFeedback to StudentsThe Socioemotional Links to FeedbackFeedback at a DistanceFormative EvaluationSummative EvaluationsCompetency-Based GradingConclusionModule 9: Keeping the Focus on Learning, Distance or OtherwiseLearning Intentions and Success CriteriaLearning From Other CrisesUse Crisis Learning to Make Colleges and Universities BetterMake Learning Better for StudentsMake Learning Better for TeachersConclusionAppendixReferencesIndexAbout the Authors

This is an amazing book. While it is designed to build everyone’s capacity to teach in distance learning environments, it is truly a primer on effective teaching in postsecondary education. Educators who utilize these clear and practical suggestions will see their students achieve stronger learning outcomes. The Distance Learning Playbook for College and University Instruction should be a cornerstone of faculty professional development efforts.