Generalizing Innovations [...]

all programmes could benefit by noting the importance of engaged leadership, local adaptation and user buy-in. “It doesn't matter how good the innovation is, it doesn't matter how much has been invested,” says Fixsen. “If we don't have the implementation savvy, we're going to get the crummy outcomes that we have seen decade after decade.” (Source)

Synchronous vs. Asynchronous [...]

We can acknowledge, with the benefit of hindsight, the reasonableness of the hypothesis that asynchrony in the office would increase productivity. We can also admit that this hypothesis has been largely refuted by experience. To use the terminology of computer science, it turned out that the distributed systems that resulted when we shifted toward asynchronous communication were soon overwhelmed by the increasing complexity induced by asynchrony. We must, therefore, develop better systems—ones that will almost certainly involve less ad-hoc messaging and more real-time coördination. (Source)

Depression and Online Learning [...]

Because of the cognitive impacts of depression and lack of energy, it is important that courses are designed with essential elements clearly identified with minimal redirection or navigation. Care should be taken to emphasize clarity and readability. Courses that show potential schedules for review of content and assignment completion are useful especially when depression impacts students’ ability to organize themselves. Mental health supports available to students should be clearly advertised and accessed through each course’s main page. It was evident from my study’s participants that fatigue and the cognitive impacts of depression made searching school websites for support very difficult...Whether courses being offered synchronously or asynchronously, it is important that students have the ability to connect with other students about the experience of being a student, for example, discussing assignments and sharing struggles. In addition, if mental health services are available to students, teachers can normalize the use of these services by talking about them openly and deliberately. (Source)