HYFELX TEACHING Charlie Reis Director PGCert July 2020

HYFELX TEACHING Charlie Reis Director PGCert July 2020

What is Hy. Flex? Hy. Flex is basically teaching to a face to face group and to a remote (online individually or in a different room) simultaneously, as well as asynchronously using the recordings of lectures. The name comes from hybrid and flexible, as it incorporates elements of all three. Hy. Flex was pioneered by Brian Beatty of San Francisco State University in 2005.

Universal Principles for Hy. Flex Course Design: Four Pillars The Hy. Flex course design is built upon four fundamental values: Learner Choice, Equivalency, Reusability, and Accessibility, each with a corresponding guiding, or universal, principle for designers and instructors to follow. These four “pillars” provide a consistent and solid foundation for resulting courses and programs. • Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes daily, weekly, or topically. • Equivalency: Provide learning activities in all participation modes which lead to equivalent learning outcomes. • Reusability: Utilize artefacts from learning activities in each participation mode as “learning objects’ for all students. • Accessibility: Equip students with technology skills and equitable access to all participation modes. Beatty, B. J. (2019). Values and Principles of Hybrid Flexible Course Design. In B. J. Beatty (Ed. ), Hybrid. Flexible Course Design. Ed. Tech Books. Retrieved from https: //edtechbooks. org/Hy. Flex_values

rds Picturing 2/3 of Hy. Flex Franklin, K. B. (2020) Models of course delivery. Retrieved from https: //www. clemson. edu/otei/fall 2 020 academic models. html. CC BY NC 4. 0.

What will be visible, audible? What are the implications for teaching given physical limitations of how XJTLU will offer Hy. Flex?

Why Hy. Flex? Hy. Flex is supposed to maximise flexibility while capturing the benefits of asynchronous teaching and allowing student choices about the mode of learning. It also allows us to offer equal access and quality to groups in different places via synchronous participation. The QA features of Hyfelx courses are the same as other courses.

What are the main benefits of Hy. Flex? • Student choice of learning modes; • Lectures can be interacted with more like texts because they are recorded; – This was overwhelmingly what students identified as a positive of online learning last semester. • Interactions are highlighted in learning design; • Chunking and tasks are modelled on evidence based approaches. We have created an ICE page for getting started thinking about online pedagogies: https: //ice. xjtlu. edu. cn/course/view. php? id=1605&sec tion=12; for external audiences: https: //connect. xjtlu. edu. cn/view. php? t=ZSG 2 Hc 4 x. PKq. Y 0 my 3 Q 5 Bw

How is Hy. Flex done? Hy. Flex is content delivery punctuated by activities able to be done either alone, remotely or in a group onsite, or some combination depending on your learning and teaching structure. The instructor stops and has students do something to meet learning outcomes.

Picturing Flipped Hy. Flex Franklin, K. B. (2020) Models of course delivery. Retrieved from https: //www. clemson. edu/otei/fall 2 020 academic models. html. CC BY NC 4. 0.

Flipped model Hy. Flex has qualities of a flipped model in that students are required to engage with content in a way that does not require face to face presence. You should be asking your in class students to be doing the same things you are asking your online students to do. Comments?

Amounts and types of content Do not add too much, but focus on what is essential and what is difficult when interacting with students – you are still the best resource. Students need to know what to do with content and when beforehand. Checklists are useful here.

Student Engagement “Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing. ” ― Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for College Faculty Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco: John Wiley and Sons.

MOTIVATION & STUDENT OWNERSHIP OF LEARNING Prepared? (Lei, Bartlett, Gorney, & Herschbach, 2010) Perspectival? (Thibodeaux et al. , 2019) Participatory? (Wang & Eccles, 2013, p. 14) Personal [choice]? (Chan et al. , 2014; Aiken et al. , 2016) Processed? (Lang, 2012) Programmatic? (Reis, 2020)

Engagement Online and Onsite • Tricky; • Mental state inferences are more difficult online; • Design for maximum student engagement/student centredness; Brian Beatty asks students in his classroom to keep an eye on the chat function and alert him when their online classmates have a com ment or questions. You could also do this by keeping the chat visible as you teach, but asking for student involvement is another way to co create and engage them. How will you do design for engagement?

INTERACTION Ideally, interaction or student activity should be near continual; however the reality is that your students might not be too communicative, especially if they are online. • Ask them!!@!!; – Getting and responding to student feedback throughout the semester will make or break your course and it is essential to student perceptions about learning and teaching; • Be sure to solicit interactions from all groups of learners; – Create a mechanism for including online learners; – If you aren’t also doing this for students in a classroom with you, please start now; • Make sure interaction is built in every ten minutes if possible; • Streamline feedback for all groups; – chat, polls, 1’s and 2’s, emojis, thumbs up/down; • Call on students by name/group; More?

INTERACTION Management of a learning environment depends on students knowledge of and comfort with your expectations of their behaviour. • Model interactions • Vary interactions – – student teacher student content student self Verbal Written Image – Online onsite Online online & Onsite onsite – student research – student assessment Critical/questioning Giving examples/applications

Note that this is basically an Gantt Project Management Chart. Linder, Kathryn E. . The Blended Course Design Workbook : A Practical Guide, Stylus Publishing, LLC, 2016. Pro. Quest Ebook Central, http: //ebookcentral. proquest. c om/lib/norwich/detail. action? d oc. ID=4741215.

LEARNING STRATEGY CHART s! gie e t a tr ical S t Iden Hy. Flex Course Development Guide https: //www. ge nesee. edu/cms/ home/assets/Fil e/GCC%20 Hy. Fle x%20 Course%20 Development%2 0 Guide%20 Docu ment%20 w%20 Appendices. pdf

the debate. Can be d o ne on p hones. Should have feedback! We have created an ICE page for getting started thinking about online pedagogies: https: //ice. xjtl u. edu. cn/cour se/view. php? i d=1605&secti on=12; for external audiences: https: //conne ct. xjtlu. edu. cn /view. p hp? t=ZSG 2 Hc 4 x. PKq. Y 0 my 3 Q 5 Bw.

Can be done on phones.

Suggested Preparation for Hy. Flex 1. 2. 3. 4. 5. 6. Rethink your course for online teaching, which means chunking & pairing, design for student centredness and interaction; Use the checklists for turning everything on; – Divide staff into 3 teams; Have teams alternate teaching (team 1) to groups that are in the room (team 2) and participating remotely (team 3); Deliver some microteaching, including: – – – A bit of content; A peer activity; A group review/feedback session with remote and on site ‘students’ participating. Experiment with visibility and audibility; – – – 7. Computer, BBB, cameras, mics, BBB recording; Take note of where you can be in the room and what that means for online students; Use the document camera [visualiser], whiteboard, and computer; If you use a tablet with BBB, experiment with that; Document what works for your teaching.

What can I do if I do not want to teach using the Hy. Flex model? First, if you need to, you need to; however, I would ask you module leader, programme director and Ho. D first. Next, if you are being asked to use Hy. Flex, it means you have a mix of online and onsite students (and perhaps students who cannot conveniently participate synchronously at all because you/they are stuck on the other side of the globe). It is your responsibility to figure out a way to offer a comparable learning experience to all groups, for example by prerecording the lectures you will also deliver in person.

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