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)
   

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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
   

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3. Part One: Towards conscious modality in the context
   of hybrid learning.
   Simon Thomson
   Director of Flexible Learning, University of Manchester.
   

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4. A quick note on terminology……………….
   4
   ……………a bit more on that later.
   

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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
   

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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
   

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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?
   

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8. Teaching Modes
   In Person
   On Campus
   In Person
   Off Campus
   Online
   Synchronous
   Online
   Asynchronous
   

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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
   

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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)
    

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11. Version 1 (2021)
    11
    

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12. View Slide

13. View Slide

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
    

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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
    

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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
    

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17. Adding
    blended learning
    to a collection of
    learning
    approaches
    17
    

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18. View Slide

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?
    

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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?
    

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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.
    

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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?
    

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23. View Slide

24. View Slide

25. 25
    Mixed-modal curriculum design example.
    

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