{"panels":[{"content":{"params":{"text":"

Background - What is Hyflex?<\/strong><\/h3>\n\n
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Organization<\/span><\/span><\/span><\/span> refers to the advanced work that goes into building a course and working through some practical and theoretical challenges that stem from having different modes of students participating in the same course. <\/span><\/span><\/span><\/span><\/li>\n\t
Predictable refers to creating an environment where learners of all types and the instructor understand the nuances of how students engage and set the conditions for learners using all modalities to be successful. Understanding how students choose to interact, designing elements that work for all modalities, and creating hybrid and flexible learning objects give course participants a predictable way of engaging with the material.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Consistent refers to class policies and the rules for the class. For example, setting the expectation that students need to stick to their mode of instruction once chosen, or have the ability to switch between in-class attendance, online synchronous, or asynchronous instruction applies consistent policies across the course. Other examples include how group work takes place, for instance, if students can participate in groups outside of class time asynchronously or if they are required to meet synchronously. Due to the flexible nature of HyFlex courses, it is important to set the \"ground rules\" for how the course will operate and follow through consistently throughout the course. <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
Unit 2 - Learning Outcomes<\/span><\/span><\/span><\/span><\/strong><\/h3>\n\n
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Are the outcomes written in a student-centred manner (with learning as the focus, as opposed to being content or teaching-focused)?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Are the outcomes in language that students can understand? - avoid academic jargon\/terminology<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Are the outcomes meaningful beyond the classroom?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Are the outcomes assessable? <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Are the outcomes specific, measurable, achievable, relevant, and time-bound?<\/span><\/span><\/span><\/span><\/span><\/span>\n\t
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For face-to-face students?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t\t
For online synchronous students?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t\t
For online asynchronous students?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n
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<\/p>\n\n\n \n\n"},"library":"H5P.AdvancedText 1.1","subContentId":"000be554-b99a-4a37-8f02-8a96f9e9b118","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Recap of Module 1: HyFlex Course Outline and Assessment Design"},{"content":{"params":{"text":"
Unit 1 - Components of Lesson Plans<\/span><\/span><\/span><\/span><\/strong><\/h3>\n\n
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Lesson Information (overview of the big picture)<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Learning Objectives (Goals you expect to achieve with the delivery of the lesson plan.)<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Instructional Resources (List of the resources that will support student learning during the lesson). <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Arrangement of the Environment (Consideration of the physical and virtual set up and flow of the lesson plan delivery) <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Learning Activities (Details for all activities in the lesson plan.)<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Teacher Reflection (Thoughts on how the delivery of the lesson plan went and ideas for improvements.)<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
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HyFlex Lesson Planning Checklist<\/span><\/span><\/span><\/span><\/strong><\/p>\n\n
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Lesson information overview considers factors for all three participation modes, even if you do not write this on your lesson plan you should take a few minutes to consider this component prior to beginning the lesson planning.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Consideration of skills required by both the instructor and the students to access all three modes within the lesson. All students should have access to the technology as well as the skills to equally access all three participation modes. Keep in mind UDL principles.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Pre-class instructions to students regarding the testing of equipment or applications and the provision of written directions during class activities, to minimize confusion about how to engage, are noted in the lesson plan.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Learning Objectives are specific and measurable and applicable to all three delivery modes. <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Any variation in the manner in which the objectives will be met based on delivery mode is noted on the lesson plan.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Activities need to be similar in nature, if not the same, across all three modes. This includes the workload hours attributed to the selected activities.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Access to all activities and materials is available to all students in the class regardless of participation mode.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Resources are available to all three delivery modes regardless of the percentage of students selecting that participation mode for this lesson.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
The number of resources available for any one mode is taken into account when planning the activities. This includes the planning of how to share resources should students out number the resources in any of the participation modes.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Assessment strategies are consistent across all three modes. This also includes any pre-assessments you have planned. Any variation in the assessment strategies are noted on the lesson plan and have been scrutinized in an attempt to ensure equivalency between the delivery modes.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Reusability of artifacts created during the delivery of the lesson plan has been identified where applicable. This is also a way to build connections between all three modes.<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Ensure all graded assessments are provided online for all groups. This will guarantee equal opportunity for all groups to complete for credit. <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Time allocated to the assignments are consistent between all three participation modes. <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
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Unit 2 - Designing Support Access for Learner<\/span><\/span><\/span><\/span><\/strong><\/h3>\n\n
When selecting instructional strategies, identify if they align with the principles of Universal Design for Learning and HyFlex values and principles.<\/span><\/span><\/span><\/span><\/p>\n\n
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Four Values of HyFlex Learning<\/span><\/span><\/span><\/span><\/strong><\/p>\n\n
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Learner Choice<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Equivalency<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Reusability<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Accessibility<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ol>\n\n
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Three Principles in the Universal Design for Learning Guidelines<\/span><\/span><\/span><\/span><\/strong><\/p>\n\n
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Providing multiple means of representation<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Providing multiple means of action and expression<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Providing multiple means of engagement<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
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Unit 3 - Learning Activities for HyFlex Courses<\/span><\/span><\/span><\/span><\/strong><\/h3>\n\n
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Three types of learning interactions essential for a good learning experience:<\/span> <\/span><\/span><\/span><\/strong><\/p>\n\n
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Student-content<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Student- teacher<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Student-student<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ol>\n\n
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As you think about learning activities for your course we encourage you to keep your learning outcomes front of mind and to ask yourself the following questions:<\/span><\/span><\/span><\/span><\/p>\n\n
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What are your lesson objectives? <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
What type of activity will support your students to reach the instructional goals? <\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
What type of interaction (student-content, student-teacher, student-student) does the learning activity support?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
How will you help your students see the relevance of the activity to their learning journey?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Do you need to build in scaffolding activities to help your students develop higher level skills connected to the subject matter you are teaching?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
How will you debrief the learning activity to support students to make meaning from the experience?<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"c7f15df1-865a-46c9-a842-79ff22b97fac","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Recap of Module 2: HyFlex Lesson Plans and Content Design"},{"content":{"params":{"text":"
Unit 1 - Theory and Pedagogy<\/span><\/span><\/span><\/span><\/h3>\n\n
Ideally, students in a HyFlex course experience flexibility in the following:<\/span><\/span><\/span><\/p>\n\n
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modes of delivery<\/span><\/span><\/span><\/li>\n\t
types of instructional materials used<\/span><\/span><\/span><\/li>\n\t
methods of engaging with course content<\/span><\/span><\/span><\/li>\n\t
way students engage with each other and the instructor <\/span><\/span><\/span><\/li>\n\t
assessment strategies<\/span><\/span><\/span><\/li>\n\t
format in which assessments are submitted<\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
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Engaging students in a multimodal delivery can be challenging as there are many factors to consider; however, by incorporating humanized teaching approaches, planning the asynchronous mode first, and using collaborative technologies\/activities, students can connect to the course in an equitable and beneficial way regardless of the modality they choose. <\/span><\/span><\/span><\/span><\/p>\n\n
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Unit 2- Selecting Tools and Technology<\/span><\/span><\/span><\/span><\/h3>\n\n
Selecting tools and technology based on:<\/span><\/span><\/span><\/span><\/p>\n\n
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Functionality<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Accessibility<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Technical<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Mobile design<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Privacy and data<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Social presence<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Teaching presence<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Cognitive presence<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
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Unit 3 - Managing the HyFlex Environment<\/span><\/span><\/span><\/span><\/h3>\n\n
Regardless of instructional mode, three aspects of high quality teaching are relevant in each delivery mode, and are perhaps most critical in supporting student learning in the fully online asynchronous mode since there is no live faculty engagement to rapidly address emergent (and often individual) student learning support needs. These aspects are:<\/span><\/span><\/span><\/span><\/p>\n\n
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providing relevant and meaningful content<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
engaging students in memorable activities and learning experiences<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n\t
assessing learning and adapting instruction to meet student needs; supporting student self-assessment when appropriate<\/span><\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ol>\n\n
<\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"152b8753-7741-42bb-aa86-7c343179509c","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Recap of Module 3: Engaging Multi-Modal Learners in HyFlex Learning"}],"hTag":"h2"}

HyFlex Module: Unit 1 Activities

Brief Introduction

eLearning • DMS