Responding toboth the trend towards increasing online enrollments as the demand for face-to-face education declines, and to the immediate surge in remote learning owingto the COVID-19 pandemic, this book provides vital guidance to higher educationinstitutions on how to develop faculty capacity to teach online and to leveragethe affordances of an ever-increasing array of new and emerging learningtechnologies.This book provideshigher education leaders with the context they need to position theirinstitutions in the changing online environment, and with guidance to buildsupport in a period of transition.It is intendedfor campus leaders and administrators who work with campus teams charged withidentifying learning technologies to meet an agreed upon program- orinstitution-level educational needs; for those coordinating across campus tobuild consensus on implementing online strategies; and for instructionaldesigners, faculty developers and assessment directors who assist departmentsand faculty effectively integrate learning technologies into their courses andprograms. It will also appeal to faculty who take an active interest inimproving online teaching.Thecontributors to this volume describe the potential of artificial intelligencealgorithms, such as those that fuel learning analytics software that mines LMSdata to enable faculty to quickly and efficiently assess individual students'progress in real time, prompting either individual attention or the need tomore generally clarify concepts for the class as whole. They describe andprovide access to a hybrid professional development MOOC and an associated WIKIthat curate information about a wide range of learning software solutionscurrently available; and present case studies that offer guidance on buildingthe buy-in and consensus needed to successfully integrate learning technologiesinto course, program- and institution-level contexts.In sum, thisbook provides readers with a comprehensive understanding of the technologicalcapabilities available to them and identifies collaborative processes relatedto engaging and building institutional support for the changes needed toprovide the rapidly growing demand for effective and evidence-based onlinelearning.
