One topic that I can relate to is from Chapter 2 of Ko and Rossen. In this, they mention the three typical resource and readiness levels of institutions. When developing a course, it is important to know which phase your institution is in, so that your expectations, assignments, and collaboration all align with what your institution’s network and support can handle.
The first, is the low readiness level where the institution has very little or no experience offering an online course. The technology support department is made up of interns and volunteers that have learned on their own. Instructors create their own sites, and are responsible for their own support.
The second, is the mid-range scenario where institutions focus their instruction on face-to-face, but offer some blended and online courses on the side. The institution does not have a set course management software system so it’s up to you to decide how to manage your class.
The third, is the high readiness phase where the institution has adopted a management system and all users have a uniform interface. Online courses are featured in the institutions catalog, and face-to-face courses are supported by corresponding websites.
In an ideal world, every institution would be in the high readiness phase, and teaching an online course would be seamless . But the reality is that regardless of the resource and readiness level of your institution, you will always need more support, there will always be a new software or system, and you will have to adapt your teachings based upon the resources you are provided with.
Ko, S., Rossen, S. (2010). Teaching online: A practical guide.(3rd ed.) New York, NY: Taylor & Francis Group