What should be counted as equivalent participation in a HyFlex course?

When designing different types of courses, especially those that are HyFlex, it is extremely important to start with the establishment of clear and measurable course learning objectives (Check out this resource from UNC Charlotte). Once your learning objectives have been established, you can proceed to create participation/engagement activities that best match each of the delivery […]

Common Anxieties in Beginning HyFlex: Managing Workload

When asked, faculty and instructional designers often list the same concerns (anxieties, fears) about starting to teach or support HyFlex courses: Managing Workload, Learning to Teach Differently, Preventing Student Confusion and Chaos, Ensuring Student Success in All Modes, and Deficient Technology Resources. Do you (or did you) share any of these at the beginning of […]

Accessibility and HyFlex Learning

Accessibility is an important key concept related to the HyFlex delivery model. Accessibility can be viewed as having several meanings in this context. First, students need to be equipped with the technology and skills necessary to make their chosen participation mode accessible to them. Second, the digital content and tools that are fundamental to online […]

Lost no more…Instruction and Holidays

Lost no more…Instruction and Holidays Academic calendars on the surface are pretty straight forward.  Fall classes start late August/early September, end in December; spring classes start in January, end in May; summer classes start in May, end in August.  However, even the most intentional academic calendar has occasional shortened weeks due to planned and unplanned […]

Just released! Hybrid-Flexible Course Design – an “open” book describing HyFlex design efforts

Just released October 23, 2019 at AECT 2019 Convention in Las Vegas – an open access book summarizing years of practice (aka design research) into combining online and classroom college students in the same classes, and turning control over participation decisions to students. Special thanks to many collaborators over the years, and especially to our […]

Delight the Customer – Customer-centric Principle Three

  Originally posted on March 8, 2012 by Brian Beatty Delight the Customer – “Anticipates My Needs: My interactions with the company are excellent; they are solution-focused versus product-centric.” HyFlex courses implement this principle when the focus of faculty and student effort is on achieving important learning outcomes, not on the simple completion of detailed activities themselves. When […]

Personalize – Customer-centric Principle One

Originally posted on December 5, 2011 by Brian Beatty Personalize – “Addresses My Unique Needs: Products and interactions with the company are tailored for me and my situation.” HyFlex courses may be designed to meet the unique (and personal) needs of learners, especially as they relate to completing course requirements and participating in class activities. If one of […]

Setting Participation Expectations

Originally posted on October 13, 2011 by Brian Beatty Since the primary distinguishing factor among HyFlex participation options is the way students interact while learning, it makes sense to frequently clarify expectations as needed to ensure that all participants know what to expect and can make realistic choices about participation mode. Certainly the participation and communication protocols and […]