Exploring modality in the context of blended and hybrid education (Workshop)

Invited Speaker at Edge Hill University SOLSTICE Learning and Teaching Conference 2023
Prof. Simon Thomson, University of Manchester and Visiting Fellow at
Edge Hill University and Sue Beckingham, Sheffield Hallam University and Visiting Fellow at Edge Hill University.

https://www.edgehill.ac.uk/event/solstice-and-clt/

Workshop exploring the modality of learning and teaching in the context of curriculum design, facilitation of learning and student experience.

Transcript

1. Exploring modality in the context of blended and hybrid education. Sue Beckingham (@suebecks) Simon Thomson (@digisim)
2. Part Two: Untangling the Jargon: Re-defining Modes of Learning in Higher Education. 2 Part One: Towards conscious modality in the context of hybrid learning. 10 minutes 10 minutes
3. Part One: Towards conscious modality in the context of hybrid learning. Simon Thomson Director of Flexible Learning, University of Manchester.
4. A quick note on terminology………………. 4 ……………a bit more on that later.
5. From technology to modality. 5 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
6. 6 • 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
7. 7 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?
8. Teaching Modes In Person On Campus In Person Off Campus Online Synchronous Online Asynchronous
9. Part Two: Untangling the Jargon: Re-defining Modes of Learning in Higher Education Sue Beckingham NTF Teaching and Learning Portfolio Lead, Sheffield Hallam University
10. 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, Multi-mode, Dual mode. 10 The concept of hybrid learning is there are two modes: IN-PERSON + ONLINE Hybrid Bricks and Clicks (Bleed, 2001) Hybrid Flexible Learning (Beatty, 2006)
11. Version 1 (2021) 11
14. Self-directed Students engage in additional autonomous learning activities independently or with others, in- person or online. e.g. class prep, research, wider reading, practise, groupwork, revision, assessment, using feedback, co/extracurricular activities. Supported Students engage in reflective practice to identify areas for improvement e.g. skills development or engage in supportive activities e.g. meeting with academic adviser, student support adviser, employability adviser. This could be in-person or online. Sue Beckingham @suebecks 2023 Student led modes of learning in higher education
15. In-person Student learning is predominantly in the classroom, lab, lecture theatre, workshop, studio or other place-based learning space on campus; but may include field trips. Distance Student learning is predominantly physically removed from a campus. Usually this is online, but can also include physical resources. Learning can be synchronous or asynchronous. Hybrid Students have some learning online AND also attend in- person synchronous classes. Online learning may be synchronous or asynchronous. (Online may be called remote learning or extended campus.) HyFlex Students have the flexibility to choose to attend in-person or join online. Learning is usually synchronous and both groups learn together at the same time. A third asynchronous group option to learn may be added. Self-directed ALL students engage in additional independent learning activities e.g. class prep, research, wider reading, practise, groupwork, revision, assessment, using feedback, co/extracurricular activities. Tutor led modes of learning in higher education Sue Beckingham @suebecks 2023
16. In-person Student learning is predominantly in the classroom, lab, lecture theatre, workshop, studio, or other place-based learning space on campus; but may include field trips. Distance Student learning is predominantly physically removed from a campus. Usually this is online, but can also include physical resources. Learning can be synchronous or asynchronous. Hybrid Students have some synchronous classes learning online AND also other classes they attend in- person. The online learning may take place anywhere. HyFlex Students have the flexibility to choose to attend in-person or join online. Learning is usually synchronous and both groups learn together at the same time. (A third asynchronous group option to learn may be added.) Version 2: Modes of learning in higher education Sue Beckingham @suebecks 2023 Blended Learning This is a pedagogical learning approach where students learn in-person on campus through a blend of digital learning activities (using technology) and other place-based class activities. The activities are usually synchronous, but may also include asynchronous pre-class tasks e.g. flipped learning. Self-directed Students engage in additional autonomous learning activities independently or with others, in-person or online. e.g. class prep, research, wider reading, practise, groupwork, revision, assessment, using feedback, co/extracurricular activities. Supported Students engage in reflective practice to identify areas for improvement e.g. skills development or engage in supportive activities e.g. meeting with academic adviser, student support adviser, employability adviser. This could be in-person or online. Educator choice Student choice
17. Adding blended learning to a collection of learning approaches 17
19. Understanding the value of modality 19 Getting the ’blend’ right! • What can/can’t be taught/learnt 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?
20. 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)? 20 What is the value of in-person on-campus teaching?
21. In small groups: Plan a learning experience on the topic of “Introduction to Research Methods” (include a formative assessment). Sprint Workshop Activity 30 minutes 1. Initially design the experience for in person on campus. 2. Redesign it for a fully online experience. 3. Redesign it for a hybrid experience.
22. Questions: Post Activity 30 minutes 1. What elements of the teaching were the same or different based on the mode? 2. To what extent did you mix the asynchronous / synchronous components - what learning value did you attribute to those? 3. Which is the best overall experience for students?
25. 25 Mixed-modal curriculum design example.