Yes, on vacation. Joining from Fort McMurray, Alberta Canada
Welcome! thanks for making time while on break :)
Re: supporting students - we did not think about the importance other thasn in the syllabus -- initially
I use the first day of class to explain hyflex. But weekly for a few weeks before class starts I send a short video and some short reading info on what hyflex is for our class.
Adding HyFlex option in an async class provides additional just-in-time support when learners unprepared for online need som in-person support
Supporting its not only choosing this type of courses, but being prepared to this modality, it requires a lot of skills: regulatory skills, learning skills. Are we going to talk about it? I mean how to develop & develop those skills.
Can you add the link in the chat?
can you share here this URL?
Anna, if not today, it sounds like a good idea for another shared doc project.
Has anyone completed one of these "am i ready for online" sruveys as a student?
... and if so, did you follow the recommendations?
I have! Last spring it informed a course I was teaching elsewhere to go all-asynchronous instead of trying synchronous video or HyFlex
Jim, were you teaching the course?
I was co-teaching, yes!
We had students with bad / unreliable wifi that made streaming video difficult if not impossible
Amanda started in 2014 & 2015 as instructional support for HyFlex -- 1 year as an instructor using it
That makes sense, especially if it is most of the students and you thought you'd have to rely on the video content
Yes, it is more complicated... so the "why" has to be compelling
Jim, think about designing 1st for mobile and hopefully content will be more streaming-friendly.
We did design for mobile: the course went well, we just de-centered Zoom / live video meetings in response to concerns students would miss content if that was the main site of student-instructor and student-student engagement
Thank you, Jim for the explanation.
That is a common experience
Last term we made an online campaign on social media to mentor & support our students the first 5 weeks. We shared information, launch challenges and to do lists to our students. We used Instagram, twitter & Facebook.
Anna, how did that impact retention and success?
some of our instructors do not like the idea that students can choose their form of engagement at a moment's notice: we've heard some wishing that students were required to commit to a particular modality (per week, month, even per semester in some cases). Seems like an opportunity for us to talk more about the benefits of the "flexibility" part of HyFlex but it's been challenging at times.
It is important that we design for the student experience as a priority and not the faculty. For faculty we want to not bury them in delivery and support time-committment.
we don’t know yet, cause we were too busy doing it so we don’t measured it ☹ None of them drop out but we expected for them to be more successful on the modality
I'd love to hear specific approaches that have worked for you on that front, Jeanne!
I do not require students to declare how they will attend. I want to allow students to choose based on their weekly responsibilities. I create alternate assignments to do live based on modality (in person, virtual synchronous, or fully asynchronous). I want students to be responsible and take accountability of their choices.
I will sometimes ask students to tell me how they plan to attaend in anupcoming wek, especially if I have a special session planned (like a guest speaker)
Jim, I design for enagement. If I am bored, I assume they will be also. So, I use intentional design using planning templates + LEML (course mapping or icon-based blueprints) to identify gaps in course flow. This way I have multimodal activities and assessments that align to the outcomes.
Thanks Jeanne! That framing is super helpful.
You are very welcome.
Jeanne, can you share more information about intentional design and LEML pleas?
That might be an upcoming webinar topic, too!
Sure they changed the iLED name. I think they are now LxStudio out of University of Oklahoma. I will post something on the HyFlexLearning website.
We can post these to the website, too... and other "tips from students"
Can someone share any student or faculty resources for classes that are not lecture based? We have a few STEM courses that will be teaching HyFlex this semester.
@Ashley, so after having experienced all modalities, would you say that students would tend to tend to choose online over F-2-F? Why would you attend in person if only a few students are present?
Thank you Ashley! That was great
Angie - please email me at firstname.lastname@example.org. I teach biology and human anatomy and physiology. I have tons!
Thanks, Amanda. I will email you after the webinar.
Ashley also posted to the blog on the website earlier this week!
Thanks, Brian. I'll check there also.
Thanks for sharing your student perspective. That is very helpful to encourage students to be learning experts.
We have to design for engagement in all modes and across modes when apossible.
@Ashley do you recommend students attending in-person have a device and login to the Zoom meeting
I used Discord as a group chat
I've used Slack with some of my grad students teaching elsewhere but not undergrads. Also heard good things about Discord. It's challenging to introduce new digital spaces beyond our LMS because we're still trying to increase Canvas usage / engagement here.
Some of faculty are using Microsoft Teams in addition to our LMS, Moodle.
Jim - what was your experience with Slack? I think we're adopting a university-wide license with Slack at USF.
This confirms a design challenge, IMO - students who are less "interested" in the topic or class may tyend to choose a less interactive (by nature) mode. (asynchronous online the usual) - so we have to make sure that mode is as robust and engaging as any other... once again, my ID opinion :)
Andy, I've used Slack for around 5 years with grad classes. Some brief tips:
-keeping channels to a minimum so they don't get out of control
-distinguishing between informal writing / check-in writing and longer or more formal prose (but also trying to model a livelier discussion / setting clear expectations)
-using / encouraging the chat for student-student and student-instructor
-embracing the multimodal / networked writing possible here
-setting expectations re: access (I tell them when I turn my Slack app off / when I am available)
Could this type of diagram be part of the student orientation to the flexible options for attending class?
I think so, @Michael.
I wonder if we caould mention a couple examples of affect you might want during lesrning?
@Brain - yes!
like "body language and facial expressions" or the use of humor, etc.
Thanks, Jim! Great tips!
Most folks here seem to be teaching Grad students, is that a preferred education level? Do you find they're more prepared for this type of learning?
Is this diagram available for students before they register for classes so they can choose if a HyFlex class is appropriate for them?
At our school HyFlex has begun to be adopted by a few grad programs / departments (or they do seem more interested in learning more). But that's anecdata
This is tricky. I teach a language, therefore my students need to interact to practice, to improve (hopefully) and to be evaluated. Synchronous interactions either in person or online are needed in my case. However, depending on the subject or the learning level, the desire for synchronous meetings may differ.
Document for next exercise https://docs.google.com/document/d/1OfYCKcoqXPTbQ11ed6MTSitNlro8ccJt6TIJMapVjI0/edit?usp=sharing
That's great, thank you!
@Alissa that is a great question. Need versus experience when choosing HyFlex differs from being successful attending with choice. We need to consider the difference.
yes @Jeanne, i'm examinig various student readiness self-assessments for decision making and planning to build out some learning objects in H5P
@Alissa, That sounds great! Please share as you are comfortable, with the community.
I think considering language "most important to you" in the decision tree.
Yes! It's clear this info needs to be a part of the orientation to HyFlex process is.
I joined late so maybe this was discussed. but could HyFlex less flexible where the faculty decides which mode we are doing each week (I teach grad students as well)? I'm thinking of having set class times (Zoom or in person) and then other weeks meeting only asynchronously. As opposed to giving all three options every week (class is held 2.5 hours once a week)
The decision tree is a very helpful tool for making an informed decision making. The use of the language learning preference sounds betters than personal preference to convey the message the care for students to learn in a way that matters most to them.
I think it's been tricky figuring out what, from the student POV, is the baseline of all HyFlex courses offered at a university, and then figuring out what decisions instructors or departments might make on their own
@Bryana You can certainly build courses as Hyflex in structure and teach them however the professor sees as necessary. It should not be listed as Hyflex though as Hyflex = choice by students
For students I think the best formant would be an instagram challenge
@Amanda -- my new phase is using icons for bullets (infographic-like)
Maybe the paragraphs and words are the discussion I was mentioning...
In addition to the student readiness comment that came up earlier (need vs. experience), we've also been having productive conversations about the kinds of teaching styles / approaches for particular departments and offerings and how they might work in HyFlex (lecture, seminar, labs, project-based courses, etc.)
I have a faculty consult now so I have to step out - thank you everyone!
Short video vignettes might be interesting for students to watch and share...
Great suggestion, Michael! We have been encouraging faculty to humanize themselves in these times too, and this is a great way to keep that going
Excellent idea - persona for learner & for teachers depending on who we are instructing or helping.
sorry i need to jump to another meeting
thanks a bunch!
Thank you, everyone! Have a great weekend!
Very cool resource. Thanks everyone!
Thank you very much. Very helpful!!
Thanks all! Super helpful!