Exploring modality in the context of blended and hybrid education.

A session facilitated with Sue Beckingham for Jisc Connect. Session description.

In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.

https://www.jisc.ac.uk/events/connect-more-2023/programme

Transcript

1. 10-12 May Exploring modality in the context of blended and hybrid education Sue Beckingham @suebecks Simon Thomson @digisim
2. Part One: Towards conscious modality in the context of hybrid learning. Simon Thomson Director of Flexible Learning, University of Manchester.
3. A quick note on terminology………………. 3 ……………and more on that later.
4. From technology to modality. 4 Reproduced by permission of the publisher, © 2012 by tpack.org SPaM Framework © 2022 by Simon Thomson is licensed under CC BY 4.0 spam.digisim.uk
5. 5 • Three core knowledge domains • Interlinked – influence each other • A point of reference for: • Curriculum Design • Expertise and Knowledge • Guidance and Support • Policy and Processes • Evaluation and Review • Digital Infrastructure Needs
6. 6 Subject • What is it that we will teach and that students will learn? Pedagogy • How will we teach this subject and how will we assess the learners? Modality • How will learners access this learning and what modes work best for different activities?
7. Teaching Modes In Person On Campus In Person Off Campus Online Synchronous Online Asynchronous
8. Which mode is the most prevalent teaching mode in use in your institution? POLL
9. Which mode do colleagues in your institution find most challenging to implement effectively? POLL
10. Understanding the value of modality 10 Getting the ’blend’ right! • What can/can’t be taught through certain modes? • How accessible are particular modes of learning (to which students)? • To what extent can modes support student participation, engagement and active learning? • To what extent can certain modes support cohort cohesion and student well-being? • Which modes work best for certain pedagogies?
11. Understanding the value of modality • What (in-person on-campus) teaching activities are critical to student success (achieving their learning)? • What in person teaching activities are beneficial to students (achieving their learning)? 11 https://manchester.padlet.org/digisim/human_interactions What is the value of in-person on-campus teaching? Ideas in the discussion forum: Start your message with C: (critical) or B: (beneficial)
12. 12 Mixed-modal curriculum design.
13. Part Two: Untangling the Jargon: Re-defining Modes of Learning in Higher Education Sue Beckingham NTF Teaching and Learning Portfolio Lead, Sheffield Hallam University
14. Rationale There are two versions: • Educator choice – the tutor selects one mode that will be used for a class • Student choice – the tutor offers both modes simultaneously and students have the flexibility to choose which mode to attend The confusion Multiple names are being used interchangeably along with alternatives • Blended is being used for Hybrid • Hybrid is being used for HyFlex • Other terms include Converged, Blendflex, Comodal, Mutil-mode 14 The concept of hybrid learning is there are two modes: IN-PERSON + ONLINE Hybrid Bricks and Clicks (Bleed, 2001) Hybrid Flexible Learning (Beatty, 2006)
15. Version 1 (2021) 15
18. Version 2 (2023) 18
19. Adding blended learning to a collection of learning approaches 19
21. 10-12 May