Looking at moving undergraduate modules online, I think the key is making them more focused. Reduce the essay question choice, cut the topics each week, focus the readings to the more essential. It's the only way it'll function pedagogically.

So for a start no-one is going to sit and turn a forty- or sixty-page reading list listing 100s of physical books into scanned chapters, 'replacement' articles and e-books. It's impossible, not fundable and will mean pretending you're covering stuff you're not.

And for a second, no-one wants to listen to me droning on in a PowerPoint audio or a video file for an hour twenty. As we all now know, being on a screen for 8hrs a day is totally knackering. Lectures should surely be more like 40m or half an hour.

So focus, focus, focus. Strangely, it might be the only way to keep the richness of some of the best teaching. Maybe we go deeper and not broader. It might well work. /END