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Post-lockdown course provision planning with hyflex teaching and learning

How will the University adjust to teaching in the coming months and years? Assuming that there will be further disruption and delays for different groups of students returning to campus, different options are available to repackage courses and student support, from radically changing curricula to accommodate reduce contact, to redeveloping entirely online courses. An alternative approach, the hyflex model, is already being used in Universities across the world and was designed specifically to provide high quality, collaborative teaching and learning opportunities for mixed cohorts of on-campus and off-campus learners who have differing degrees of commitment to their studies, work, and families. This session will consider the impact of the coming months on University teaching and outline how the hyflex model has been adopted elsewhere.

A talk given at the University of Warwick TEALFest conference, May 2020

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Post-lockdown course provision planning with hyflex teaching and learning

  1. 1. The smarter video platform for education. Post-lockdown course provision planning with hyflex teaching and learning Dr John Couperthwaite Education Consultant, Echo360 EMEA
  2. 2. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  3. 3. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  4. 4. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  5. 5. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba “The affordances of current technology are astonishing: in the pandemic they can save lives; in higher education they can support at-risk students and they can save educators from much drudgery allowing them to focus on what humans are really good at – teaching.
  6. 6. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  7. 7. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  8. 8. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  9. 9. Searching for the ‘new normal’… Image by Gerd Altmann from Pixaba
  10. 10. What does this mean to the University? What do you need to do differently? How quickly can you adjust? What do you need to make this happen?
  11. 11. University of Auckland Bournville
  12. 12. Q. What have we learnt from the ‘emergency pivot’? Some observations… • Virtual meetings work (well, sort of) • Most academic staff adapted very quickly • Online systems are resilient • We cant assume all students can study effectively • Online examinations are more difficult to deliver • Online support for all students is difficult • Most students prefer to be on-campus • Remote teaching is not online learning Image by tookapic from Pixabay
  13. 13. How do we prepare for the next stages? Teach as normal Delay course start dates Change curricula Change delivery Image by Free-Photos from Pixabay - Potentially lose all international students; - Be vulnerable to any further lockdowns - Create split teaching groups for Sept/Jan starters? - Delay all courses and modify curricula to accommodate - Introduce split, more targeted, or staggered curricula; - Add extra burden to already overworked academic and professional teams; - Rework existing courses for blended delivery, or entirely remote course provision; - How to accommodate labs, practicals and placements, and support all students?
  14. 14. Photo by Jordan Madrid on Unsplas Campus-wide capture: 400 rooms (University of Edinburgh) Opt-out policies for capture (University of Sheffield) Institutional moves to ‘active blended learning’ (University of Northampton) ‘Intelligent campus’ initiative to monitor learner analytics (JISC) >95% personal device ownership (ECAR, 2017) How technology is transforming education Creation of ‘hyflex’ courses to support all learners (KCL)
  15. 15. Universal Designs for LearningCoalescent Spaces Active Blended LearningBYOD/SocialMedia
  16. 16. Inclusive Teaching • Make some materials available in advance; • Make your slides accessible; • Use closed captions and transcripts; • Plan to vary your delivery; • Record your sessions; • Encourage participation; • Allow time for questions; https://inclusiveteaching.leeds.ac.uk/
  17. 17. About the hyflex model HyFlex course design enables a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class Hybrid: Combines both online and face-to-face teaching and learning activities. Flexible: Students may choose whether or not to attend face-to-face sessions with no “learning deficit.”
  18. 18. During Class After Class How does hyflex work? (1) Discussion Collaboration Polling Video playback Discussion Collaboration Polling On-campus or remote learners Remote learners On-campus teaching + on- campus learners Class recording
  19. 19. Pre-Class How does hyflex work? (2) Video playback Discussion Collaboration Polling On-campus / remote learners During Class Discussion Collaboration Polling On-campus / remote learners On-campus teaching + on-campus learnersClass recording / trigger activity
  20. 20. Image by David Mark from Pixabay Q. Can you think of any examples of how this model is currently being used at the University?
  21. 21. What is the impact of hyflex on learning outcomes? Image by Arek Socha from Pixabay
  22. 22. What is the impact of hyflex on learning outcomes? Image by Arek Socha from Pixabay
  23. 23. What is the impact of hyflex on learning outcomes? Image by Arek Socha from Pixabay
  24. 24. What is the impact of hyflex on learning outcomes? • 300 students enrolled on Anatomy and Cell Biology course (Western University, Ontario); • 200 attended lectures, ~75 accessed the live-stream; • Student performance / outcomes were statistically the same whether students took their course online or in a face-to-face class. • Past academic performance, not the course delivery method was a better predictor of student performance Image by Arek Socha from Pixabay
  25. 25. Is the hyflex model the answer? Pro’s • Students have the option to attend both synchronous or asynchronous versions of the class; • Off-campus students can maintain access to their course and peers; • It encourages universal learning designs; • Changes to curriculum and teaching delivery are small; • It encourages collaboration and active learning Con’s • Staff can feel overwhelmed to be delivering to multiple student groups; • Synchronising communications and personal support to off-campus learners can be difficult; • Greater use of active learning requires extra preparation and facilitation time; • On-campus learners may not welcome the greater disruption to their classes; off-campus learners may feel disadvantaged • Some institutions may not have suitable technology and bandwidth to offer hyflex on all courses.
  26. 26. The smarter video platform for education. Post-lockdown course provision planning with hyflex teaching and learning Dr John Couperthwaite, Education Consultant, Echo360 EMEA Thanks for joining this session Any questions…?
  27. 27. Further reading • https://philonedtech.com/traversing-the-edge-of-chaos-phase-1-and-2-preparations-for-post-covid-19- world/ • https://www.universityworldnews.com/post.php?story=20200428154746989 • https://www.insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios • https://library.educause.edu/-/media/files/library/2010/11/eli7066-pdf.pdf • https://www.insidehighered.com/digital-learning/article/2018/01/24/blendflex-lets-students-toggle- between-online-or-face-face • https://www.slideshare.net/mariamabdelmalak58/hy-flex • https://howsheilaseesit.net/learning-design/the-participation-pivot/ • http://blogs.onlineeducation.touro.edu/what-is-a-hyflex-course/ • https://echo360.com/increasing-enrollment/

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