2 20 26 https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/287a344d3d22a7986ff8c4f766d9e84c.jpg?Expires=1780531200&Signature=fuGakTQRCgyJ0sCIiZFS-5ra4XT8F24PaDl0lcD9fw04Mc%7EKbKWrxmoxc2YqJRFG8OpSE%7Ed3Zstx496TN4frPRPsBg4S7mA0oB2zMzth3XoBxlS0YofOdBzSHzBbXwLNjl5G0CEoORVIo9NOQwKxTLTIHxddVWm8XMQ-WeClLslp%7ECTEVgrrt9ibQKB22hKiJyf1J0IQobRMxJwXiJur11vHQ8Scvbn-nkXU93Y4FXt-tBp5Hf4hX7%7ES9u5v8yLzY%7EG4oLHEVN8P9yTq5jP3DsrdP-9tiVpI7nVb71joOJK9GvuiEBM0ac4NZ4Nqtp7vROGpHd9Mj0kL1IxopVFi3g__&Key-Pair-Id=K6UGZS9ZTDSZM 0fbbf68d76b22322827e94e4bafe1f5e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History 106 Class Description An account of the resource This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic. Creator An entity primarily responsible for making the resource Springfield College Archives and Special Collections Publisher An entity responsible for making the resource available Springfield College Date A point or period of time associated with an event in the lifecycle of the resource March 24, 2020 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Working From Home Description An account of the resource My brothers and I working on our school work online due to COVID-19 in the dining room of our house in East Haddam, Connecticut. The people in the photo include: (Left) Joshua Ricard, (Middle) Zachary Ricard, and (Right) Matthew Ricard. Creator An entity primarily responsible for making the resource Alex Ricard Date A point or period of time associated with an event in the lifecycle of the resource April 20, 2020 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant I chose this photo to represent our circumstances during the crisis we are in. The photo shows my brothers and I working from the dining room in our house tirelessly trying to get our work done online for our professors and teachers. This photo is meant to show how COVID-19 did not just affect the life of college students, it affected the life of all elementary, middle school, and high school students. Since the start of the pandemic we have been stuck in our home working on our computers for an average of six hours a day. Another tole is we are not able to see our professors or teachers daily like in a regular school day, taking away from that connection that helps to get points and ideas across. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Alex Ricard Format The file format, physical medium, or dimensions of the resource Image/jpg Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context IMG_2374.jpg Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/e42e2f0906768c9ad1ebfa5ac151ea05.jpg?Expires=1780531200&Signature=A4nxWdnokZTPEFAH7CaomfNT-Om4g1OFz%7EX8AgtWgYe4LlAAt3m4R9zJ45Et7l%7EepSqRfy0188T8aH0o1QzbWyXyvzesLiQMPBsLa-jJwXra8KVKQGB19-zCGbiU8ukMGkfG%7El87mjh3nFs7%7ErKclpllBLyNo7JrOC5PxFkitybHx9m0fP4ELad4nTvKqxqE%7Epxd9lfSoyUksOmAsd8S-alovbg6Sdky3tgg5WeNJS-TC3TeD%7EFymnvK8MIM1-mZpI-5DyukztaklvF-Q6MCrh-llwLdbJE4dxCxsLlK2NAWb3debf62cr84N%7EDKj-TxEg%7EnHj0nmojZ3nsGdjyOsg__&Key-Pair-Id=K6UGZS9ZTDSZM 2836fca76e9e8262d53baad88c447d77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History 106 Class Description An account of the resource This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic. Creator An entity primarily responsible for making the resource Springfield College Archives and Special Collections Publisher An entity responsible for making the resource available Springfield College Date A point or period of time associated with an event in the lifecycle of the resource March 24, 2020 Email A resource containing textual messages and binary attachments sent electronically from one person to another or one person to many people. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Take a minute to be proud Description An account of the resource An email sent to my ENGL 114 class explaining what work is to be done for the rest of the week but also explaining how proud we should be of ourselves in this hard time. Subject The topic of the resource ENGL 114 Class Creator An entity primarily responsible for making the resource Alanna Grady, College Writing Professor Date A point or period of time associated with an event in the lifecycle of the resource April 20, 2020 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant On April 20th, 2020, my college writing class received an email from our professor. When I received this email, I had just woken up and did what I usually do every morning which is scroll through Instagram and look at all the emails I have gotten. I usually tend to brush emails from professors off until the afternoon, when I decide not to be lazy and do some work. For some reason this morning felt different and something told me I had to read my email. At the bottom of this email, my English professor wrote that she understood how overwhelming these times can be. she added that she was proud of all of us and the work that we are accomplishing. I chose this email because it shows that through this horrible time, people in the Springfield College community will always care even if they are struggling to and that's why Springfield is a true family and will always help others accomplish hard things in a time of need. To the future researchers and people out there, this will help them understand how it is to work together during a hard time from a far. it will teach them how to work together even if we are each miles away, because in todays generation no matter what, the phone and WIFI always works. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Isabelle Marcolivio Format The file format, physical medium, or dimensions of the resource Text/JPG Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context IMG_1113.jpg Distance Learning Home Life SC Communications https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/13346686875f4598e5d50872e118efc3.pdf?Expires=1780531200&Signature=iAWLtugzGlmJnX5iNAjnvkr2Sida3ogW0trpC0l4XkIM6ChqcFSueBMG0JwoBtlddVrOP3DsUT1NDtYuhihV8P0t3tRGHqfzmDiPo8P0Dxw4oeoAyui9nYeJQw4By5QDsldca0PE4e0KOZTsrIEZbYrrFZKsCtgA0NSKgQ8ccyU30AlHmlvuT1NXxMXoRndDnGtuQZtGiM1JCrNm2ESsuuJniii9jvRvLn8At2vFkIibwojBIz6Yvz8zWGl9cVOzHMxlnd8oQrRp%7Ea3Jlx%7EGV64k%7E9%7EbGebN1riJBQwvanCvqwPxLftEsfRf7IrjV1l2ju7tHeiDGKcl%7EzwdXufFTw__&Key-Pair-Id=K6UGZS9ZTDSZM 5466a4c49e373c95d129caa8efee94d7 PDF Text Text Past & Present Assignment 2: Building a SC COVID-19 Digital Archive Introduction We are living in a world historical moment. It is no exaggeration to say that the COVID-19 pandemic will be seen by future generations of historians as a turning point in national and global history. Already, historians and journalists are comparing the COVID-19 pandemic’s immediate impact and potential long-term effects to those of transformative events like World War II, the Great Depression, and the Civil War. Many of us are watching—nervously, angrily, or hopefully—televised speeches by our political leaders, reading harrowing firsthand accounts from doctors and nurses, or scrolling through social media feeds to learn how our friends, family, and various other connections are being impacted. As we do, we might consider that historians and their students 10, 50, and 100 years from now will do the same as they attempt to make sense of this moment. This historical perspective on the COVID-19 pandemic will be simultaneously global, national, and local. Historians of disease and medicine will sort through the data, policy papers, and communications of the World Health Organization (WHO) and the Center for Disease Control (CDC). Political historians will scrutinize presidential briefings and dig into debates in Congress, while those who study the history of social relations will pour through Facebook, Twitter, and Instagram posts, undoubtedly also making use of a growing body of photographs of deserted streets and socially distanced communities. But how will ​local ​stories be preserved? In particular, what will future generations of students, faculty, and administrators have to learn how their predecessors at Springfield College experienced this time? Assignment Your assignment is to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic. You will contribute this item to a digital repository created by Springfield College’s archivist, and you will provide important information about the item you selected that will enable future generations to use this item as a piece of primary source evidence. Please start by reviewing the brief reading in ​American Yawp ​that you did at the start of the semester about primary sources:​ ​http://www.americanyawp.com/reader/introduction/ �Remember, your task for this assignment is to identify an item that could be used as a primary source by future historians to study the experiences of Springfield College during the COVID-19 pandemic. Your ​item ​can take any number of forms (see below for examples), with the caveat that you must be able to submit it to a ​digital ​repository. The item must relate to the experiences of Springfield College—its students, faculty, and/or administration—during the COVID-19 pandemic. And you must provide the information (see below) about the item requested when you submit the item to the digital repository. Logistics --Your contribution of an item to the digital repository (including the required information) is due by Wednesday, April 22 at 12:00 midnight. --You will contribute your item ​directly to the repository​:​ ​https://sccovid19.omeka.net/ --For a demonstration/walk through of the repository and to ask questions about this assignment, attend the HIST 106 Zoom meeting on Wednesday, April 8 or Wednesday, April 15 at 8 p.m. [1] Items to Contribute​ Items can be anything that you feel reveals something about the experiences of Springfield College during the COVID-19 pandemic. Springfield College is a community of students, faculty, staff, and administrators. It is also a physical space—the campus—within the City of Springfield. So your item can be anything that captures something about what it was like to be one of those people or to be in one of those places during this historical moment. Examples include (but are not limited to): --Photographs from campus or where you are now finishing the spring semester --Communications (such as emails or announcements) to/from faculty, administrators, coaches, etc. --Personal stories (text, video, or audio) about the uncertainties of being on campus --Recorded interviews with family or close relations with whom you’re spending this time --Social media posts by you, your classmates, or other Springfield College connections �--Video recordings of your community that capture the effects of social distancing Please note that the digital repository ​cannot ​accept physical items (like a bottle of hand sanitizer or a face mask) Information Regardless of what type of item you contribute, you will need to provide information about it when you submit it to the SC COVID-19 repository. The type of information you provide will vary depending on how you classify your item (Text Document, Video, Audio, etc.), and you should fill out ​all​ of the Information boxes to the best of your ability. However, for this assignment, all contributions ​must​ include the following information, which will be graded: --​Title​: if your item is not already titled, you will make up a title. Keep your title ​brief​ and easily recognizable. --​Creator/Author​: who was primarily responsible for the creation or writing of this item? --​Date​: when was this item created? If you cannot determine the date of creation, include the date when you first encountered this item. --​Why you chose this item​: provide a 3-4 sentence explanation of why you chose this item. What might it tell future researchers about the experience of the COVID-19 pandemic? Whose experiences will it help future researchers to understand? Why did you think it was important to preserve this particular item? What specifically within this item would you want somebody to notice or understand? --​Personal information​: your name, email address, name of this class (HIST 106), and instructor’s name (Ian Delahanty). Submitting your Item Once you have filled out all of the information boxes, you are ready to upload and submit your item. Please keep in mind that: --if you are submitting a document, it ​must​ be saved as a PDF file. �--remember to upload your file by clicking the “Choose File” icon at the top of the ​Contribute an Item​ page --at the bottom of the ​Contribute an Item​ page, click the icons labeled “I’m not a robot,” “Publish my contribution on the web,” and “I agree to the Terms and Conditions” [1]​ ​Adapted from Christopher Cantwell, “COVID-19 MKE”: https://liblamp.uwm.edu/omeka/covid19mke/about​ [accessed April 6, 2020]. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History 106 Class Description An account of the resource This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic. Creator An entity primarily responsible for making the resource Springfield College Archives and Special Collections Publisher An entity responsible for making the resource available Springfield College Date A point or period of time associated with an event in the lifecycle of the resource March 24, 2020 Lesson Plan A resource that gives a detailed description of a course of instruction. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Past & Present Assignment 2 Description An account of the resource Asking students to find something during this time of the COVID-19 crisis that historians 10, 20, or 100 years from now would be able to use as a primary source. Creator An entity primarily responsible for making the resource Ian Delahanty, History Professor Date A point or period of time associated with an event in the lifecycle of the resource April 2020 Format The file format, physical medium, or dimensions of the resource Text/PDF Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant I chose this text document because I believe that the answer is within the question. 10, 20, or 100 years from now, historians looking back on the COVID-19 Epidemic are going to wonder what day-to-day life was like in quarantine. If this historian looks at all of the Hist. 106 students' responses to this assignment, they will find tons of primary sources that represent how they kept busy, what they did around the house, what they did for fun, what they did for work, and how their lives changed in general. This assignment is an opportunity for primary sources to actually be saved, documented, and remembered for future generations to come. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Catherine Kelly Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Assignment.pdf Distance Learning Schoolwork https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/5cb8983da190267a22cb3ed0b242a88e.jpg?Expires=1780531200&Signature=XVzvEniJvL2p5DZNsBjqW0XezrOo191kvS56T4lNdyCnlY3hJTVL39uJ3F62-HTP8oSgS4peHt7Oyud6itvjkruezEbxqD9k-lpDBjA%7ER5HoGokTuDIpyB-qgTZfjy3ozG2WuXQAS3M9QU4vLhLSIX%7Ez-HXyMnHiaYJapb6X9XrG22qa52Csz-rwz37Dm3mG5w0Nu56z9r879SHqUZt6Eba80sWmvfgNQ-wcGgCmzy4-xcHjAYtdw3ZhaDeI3OHtHYltmq7W7olm7D0b3nKRemgV1HK2AmYCEoPN1LXzVqwmacKqXydJzB4b8Z3SP41hJt273hHCQz7qEmiGc-Dtlg__&Key-Pair-Id=K6UGZS9ZTDSZM d10c9c13a3b151c2a22998802c51daa7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History 106 Class Description An account of the resource This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic. Creator An entity primarily responsible for making the resource Springfield College Archives and Special Collections Publisher An entity responsible for making the resource available Springfield College Date A point or period of time associated with an event in the lifecycle of the resource March 24, 2020 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Setting Up Shop Description An account of the resource This image consists of a desk that is used for school work as well as gaming. There is a schedule of online classes on the wall as well as a list of work to be done weekly. It is also very gloomy out which adds to the feeling confined part of the pandemic. This photo might tell future researchers that during the pandemic students were inside most of time doing school work. They were swamped with work and were unable to do much all day besides work. This shows the experience of students as well as professors, because all the work the students have to do has to get graded by the professor. It is important to preserve this item because it shows how the trapped students feel, day in and day out about their work and social life. Creator An entity primarily responsible for making the resource Adam Mula Publisher An entity responsible for making the resource available Springfield College Date A point or period of time associated with an event in the lifecycle of the resource April 9, 2020 Contributor An entity responsible for making contributions to the resource Adam Mula Format The file format, physical medium, or dimensions of the resource Image/jpg Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context pastandpresentassignment2 Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/17fe4c80885da5cec69569f40cec86c7.pdf?Expires=1780531200&Signature=Fsfb-fagPV3nRKtGWNwTbevofhGFjmP406cdnQf5Ab4lcT-Tlh3Kw5VM5bqIPj45v4X1UpIbN%7E1E0NuzdPovtnnbkks0EbphkGl4%7EX50J5DwBCuUjQ1fQqVtjCCamwpRcKiWjeAFIBYe29-QWKNxz7eIuM9AiqP8SzKcyvPuMAbgv92e3pJkpPliGrp23bq9Isy2z2a1Xsws9U6ngt9eGy4A2eBpqVsHyYSVg7c6E52eF7RS-hgVfqbkDuVYt2b2OmKRgIdG-1Gy-nWcCeDVTV%7E5-MUEppH5XEM2ZQHiVibrRpj%7ErKQwecPm84TBqqJyL%7EHT1zrSahN9defInCqF-Q__&Key-Pair-Id=K6UGZS9ZTDSZM d6132a6bd4b1810cbbd5fd8112ac83e7 PDF Text Text “Netiquette” (Proper Online Etiquette)1 The rules for online and classroom learning are virtually the same: You study, take notes, attend classes and participate. Online learning happens in virtual classrooms, which means you should act appropriately just as if you were physically in class. Here are 5 basic rules of netiquette that will help you be successfully: 1. Be respectful. While it is easier to say hurtful or disrespectful things without standing face-to-face with someone, it is important to remember that your classmates and faculty are real people who are affected by the words you say and write. It is essential to keep in mind the feelings and opinions of others, even if they differ from your own. When you’re working online, you’re safe behind a screen, but that’s no excuse to be rude or say things you would never say in public. If you wouldn’t say it to someone’s face, don’t say it online either. 2. Be forgiving. If you’re offended by something another student says online, keep in mind that you may have misunderstood their intentions. Give them the benefit of the doubt and have a conversation with that person before jumping to conclusions. 3. Respect others’ privacy. Don’t give out another student’s personal email address without permission; and remember, if it’s on the internet, it’s everywhere. Don’t share personal information about yourself in a public online forum, especially something that could put your safety or security at risk. 4. Yes, grammar and spelling matter. In texts or on social media, shorthand, abbreviations or emojis are acceptable. But for online learning, please keep your written communication professional. For example, emails should contain a header (Professor X,), body, and closing (Thank you, Student Name). 5. Cite your sources. Whenever you are sharing an idea that originated from someone else (even if it is not word for word), it is good practice to cite that source. This applies to discussion forums too. If you read a great thought in your text, share it, but be sure you let your audience know where you saw it first. Zoom Etiquette and On-Camera Tips2 1. Be aware of your audio and video settings. a. Light your face more brightly than the background to make it easier to see you. b. Microphones pick up all ambient noise, so keep your mic muted until it's your time to speak. 2. Look into the camera when talking instead of looking at yourself. a. Direct eye contact into the camera while speaking gives attendees the impression that you are looking at them, which helps everyone feel engaged and present in the conversation. b. If you can't use video, upload a nice profile image of your face to your Zoom Account. 3. People can see you! Be aware of the image you display. a. This includes the clothing you wear and the activities you engage in during the Zoom meeting, like eating or having a side conversation (even if your microphone is muted). b. Is there anything behind you that you don’t want everyone else to see (like your family watching TV)? 4. Eliminate distractions and focus on the agenda. a. Notifications from messaging applications, ringtones, and applications running on your desktop can be distracting, which can make your attendees feel disrespected and undervalued. 5. Most important: Be yourself and work to learn. Together, we can make online learning a rewarding experience. *Please also take a look at this handout for more Zoom meeting tips* 1. Adapted from the University of Texas at El Paso (https://www.utep.edu); and Achieve Virtual Education (https://achievevirtual.org) 2. Adapted from: Humbolt state University (http://humbolt.edu); and ZoomBlog https://blog.zoom.us) ��Teaching Students to use Zoom3 ● Accessing Zoom: Remind your students to visit the Springfield Zoom website, https://springfield.zoom.us, and ● ● ● ● ● ● ● log in from there to download the Zoom app on their devices. Have them do this before the first class meeting. Zoom Tour: Give your students a tour of Zoom during your first class session and teach them how to mute and unmute themselves. See: Attendee Controls in a Meeting WebCams: Determine if you will require students to have their computer or mobile device webcams on during the whole class session, or if they can turn their video off. Set this as a class rule during your first Zoom meeting. Choosing a Space: Remind your students to be aware of what is happening behind them when their webcams are on, particularly when it comes to other people who might be in the background. For additional guidance have them read: What spaces can I use Zoom in? and How can I set a virtual background in my Zoom video? Raising a Hand: Let students know how you want them to get your attention in a Zoom meeting. In small classes, some professors ask students to raise their hands on their web cameras. Others ask students to unmute themselves and simply chime in. In larger classes, you may want to consider enabling Zoom’s built-in nonverbal feedback icons. See: How do I review Zoom's additional settings? and Non-Verbal Feedback During Meetings Eye Contact: Demonstrate to your students that to maintain eye contact in Zoom they should look at their webcams when possible, not their screens. The attached student handout on Netiquette is a helpful resource for setting expectations with your students. Setting Ground Rules: Set some ground rules on how you want your students to use Zoom's chat feature, and consider disabling the private chat setting, unless you want your students to be able to send one-to-one messages to other students without you seeing them. See: How do I review Zoom's additional settings? and Zoom (Webinar) Chat Note Taking Show your students how to have the Zoom window and a notepad app open simultaneously. See: How can I take notes when using Zoom? Tips from the FBI and Zoom for preventing Zoombombing: ● Keep meetings and classrooms private. Consider the use of the "Waiting Room" feature to control who enters. ● Do not share invites to Zoom meetings on social media. Send the meeting password directly to attendees. ● Use a random meeting ID. According to Zoom's website, this is safer than using a "Personal Meeting ID." ● Change screensharing settings to "Only Host," and use the settings to mute participants as needed. ● Lock a Zoom session that has already begun by clicking "Participants" on the bottom bar, then "Lock Meeting." ● Permanently remove participants by hovering over their name in the Participants menu, and clicking "Remove." ● And this, from zoom itself: https://blog.zoom.us/wordpress/2020/03/20/keep-uninvited-guests-out-of-yourzoom-event/ 3. Adapted from http://tuftsedtech.screenstepslive.com/s/19028/m/94934/l/1213457-how-can-i-teach-my-students-to-use-zoom � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SC Honors Program Lesson Plan A resource that gives a detailed description of a course of instruction. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Netiquette" Guidelines Description An account of the resource The document provides guidelines and advice about how to be an online learner, how to use technologies like Zoom appropriately, and how to prevent "Zoombombing." Creator An entity primarily responsible for making the resource Springfield College Center for Excellent in Teaching, Learning, and Scholarship Date A point or period of time associated with an event in the lifecycle of the resource April 3, 2020 Format The file format, physical medium, or dimensions of the resource PDF/Text Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Ian Delahanty Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context sc-honors-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The document shows how the college attempted to provide resources to students to facilitate the transition to online learning. It also shows the technical challenges associated with the sudden transition to online learning and a national phenomenon, "Zoom Distance Learning SC Communications https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/a0788f54f735d1fb9b8ed14b55cd23bf.jpg?Expires=1780531200&Signature=ZmrKpKSkLJhZj7Oar9Ipa7kbxuVOU7WD2k2Fcizney5bXST58ZXN2ERkO-FHs1hEkB804xOI0g6APx3%7EtFQzvVgL-Cma-XN5e5b%7EC5gdB-AM6-g6PbhshqAcTqN%7Ef1wQMliklpcqcd-x1hbPVGS7wLclQjaGqlb197RUpIoKH7xYWHKta8P7rFHSbhVWCrENe49q7H7mxz-A4gpvDugV2DRiDRu%7E%7EHsioPZivrGmZG2dQWGMqepE0H9tQwJ1ZQ%7EJEiHPC-5zRaZPbCzrm0xevnQimdShx78ryU%7EjJQkttch9ibS-pSPuvlWmPXyXAAFVQ6RRRcu%7EyEIn-LwR3R4jJw__&Key-Pair-Id=K6UGZS9ZTDSZM b7635a6bf64a206b99264b5a685ec131 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SC Honors Program Email A resource containing textual messages and binary attachments sent electronically from one person to another or one person to many people. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource viral image--related to the adjustment to online teaching Description An account of the resource This image went viral on social media (Twitter, Facebook, and Instagram), circulating widely among college and university teachers. Creator An entity primarily responsible for making the resource unknown. The image appears to have a long existence but was relabeled for this occasion. Date A point or period of time associated with an event in the lifecycle of the resource March 2020 Contributor An entity responsible for making contributions to the resource Rebecca Lartigue Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context sc-honors-009 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The image appealed widely to people working in higher education, especially those previously unfamiliar with online instruction. Distance Learning Early Days Social Media