I have been teaching online, by video, podcast, and with virtual laboratories for 10 years. I know that many colleagues are unexpectedly facing a transition to online teaching at the midpoint of their courses. Some pointers and resources that may help: 
First, your students need to know that you also respect their time and individuality. Even at mid-semester, it is a good idea to set up a discussion board or chat that allows students to introduce themselves and share something new. It's an online icebreaker!
Second, if at all possible, you should vary your environment for your students. If you are on video, give yourself a different background. Sit outside sometimes. Use props. These little touches actually help students follow and learn by breaking monotony.
Yes, you can take course videos with your phone. Or any videocamera device you have. You can use a webcam. You can drive it with software that integrates screencasting, like Camtasia. Or you can put in photos/captions with video editing software...
It doesn't matter how you do video or on-screen conferencing, but my advice is do what you already feel natural doing. Trying to learn new software and processes now, just for this purpose, is not the best use of your online time with students. Don't make this a burden.
If writing and text are the most natural for you, then by all means do those. Interact with students by chat or message board. Use a social-like platform like Piazza if it's available. If it's the easiest for you, use Slack. Interactions don't have to happen in the CMS.
Here is what you and your department will most likely forget in the urgency of the moment. First: Accessibility. Video and online text is bad for many students' learning. Some cannot follow it at all. You need to support these students from the beginning.
If you have an accessibility office, they are likely overwhelmed. Take the lead in providing *less* new content, ideally in multiple formats with accessibility designed in from the beginning. If you show pictures, describe what they are. Describe where you are sitting.
Second: Rubrics. Online assignments will go vastly easier for your students and for you if you provide a very clear rubric in advance to all students. Model what a good product looks like. Without you in the classroom, students need information to fill in between the lines.
Third: Reset your own clock on cheating. Your colleagues may obsess over students taking exams with their books open, or texting answers, or circumventing various anti-cheating mechanisms. Guess what? They cheat easily because your colleagues are lazy.
You can't stop cheating online. Effective online learning uses assessment instruments where traditional cheating doesn't benefit student grades. Effective online learning encourages students to use outside sources, trains them to evaluate them, and doesn't rely on time limits.
If you are transitioning to online mid-semester, you won't have time to redesign all assessments. And so you'll be stuck with classroom-based exam, quiz, or paper assignments that give students incentives to cheat. Live with it. Remind students that you are in this together.
Be transparent with students about the time you are spending to make your content accessible to everyone in the class. Remind them of your learning goals, and why a particular set of exam activities was designed. They will trust you, and you can trust (almost all of) them.
Best suggestion I can make: Each week, do a little anthropology. Skype or call a student or two and ask how they are engaging with the course. Get them to share the best and worst parts. Then share your conversation with the rest of the class. You'll learn and generate good faith
And if you're a biological anthropologist, I have more resources that may help. My @YouTube channel has expert interviews, archaeological and fossil site visits, and intro content with captioning. I'll be adding more content from my online courses. youtube.com/c/JohnHawksEvo…
