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Faculty are provided the freedom to choose course modality, in consulation with the department and college, though many ITEC courses were expected by students, based on recent history, to follow a HyFlex approach.

HyFlex was unique to me because I needed to plan on running three parallel modalities in one single course, i. The reason I called using HyFlex approach demanding is because each modality required designing instructional materials that would fulfill the need of students selecting that modality, and could possibly be reused by students in any modality.

But if I was using paper-based handouts, I had to digitize them to make them available for the online students. Also, software walkthroughs are challenging to manage between two modalities; especially using a hands-on approach, where students are practicing in front of you and you can provide real time feedback.

It is difficult to observe online students practicing on their own machine as well troubleshoot if they run into any issue. Further, it is more demanding for students attending asynchronously because not only would I upload pre-recorded multimedia but also redesign activities and formulate instructions in a way that students can submit their work as an evidence of class activity completion.

Therefore, a single session could require twice and sometimes even more preparation time than class offered using a single modality. A class projector mirrors the desktop screen to the students in the classroom and at the same time a web conferencing platform relays the same to the online students.

Due to limited classroom technology available in the earlier years of my adoption, the online students could only see the class and me from a particular angle, which was through the built-in camera of the computer monitor. The online students often reported a sense of exclusion due to this limited view of the class. Recently, SF State invested significant resources upscaling the technology to create Hi-Tech spaces that are more conducive to implementing a HyFlex approach.

The active learning spaces are designed to allow collaborative work between students aided by large SMART TV monitors and movable white boards. Upgraded audio with a superior quality sound system resolved the audio transmission issues between F2F class students and those attending synchronously online zooming in. Overall, the complete technology overhaul supports educators offering both synchronous modalities seamlessly, without having to waste significant class time troubleshooting technology.

The students thoroughly enjoy the flexibility of selecting a modality for a class session. In the HyFlex setup I use, a student can select a combination of modalities to attend the fifteen week long course.

Students rarely used the asynchronous modality, preferring the immediacy and interactive characteristics of synchronous participation. In my version of HyFlex, I do set a limit of maximum three asynchronous sessions per course. My rationale to impose this limit was mainly to implement quality control measures. I wanted to discourage students from using asynchronous modality as purely a convenience, but encourage them to see their three asynchronous sessions as a luxury to be used sparingly when they had an unavoidable schedule conflict.

Although these learning platforms present an ever-persistent means of content deployment, there is always added value in synchronous environments that assimilate the content and support immediate student-to-student and faculty-to-student interaction for engagement and deep learning.

I prefer to require this type of learning environment as much as possible to support better student learning. I have noticed one primary benefit and I offer two important cautions for those considering a HyFlex approach in their courses.

Integrating an effective audio system into a classroom is a huge endeavor, involving buy-in at all levels from the program level up to the university level. Moreover, AV systems involve IT support to troubleshoot issues within minutes, not days. Not all classroom IT support units can be that responsive. As a faculty, I try to reach the physical classroom at least 30 minutes before the class start time to ensure the technology is fully operational. In spite of doing that, I would sometimes still run into issues because another faculty who had used the classroom before me may have altered the system settings or the classroom IT unit may have changed the technology configuration in some way which impacted the previous regular procedures.

All in all, keeping up with the technology is extremely time consuming and sometimes unfortunately wastes some instructional time. As I understand adoption, during the first round of HyFlex implementation in a program there is possibly more excitement about the new opportunities available for students and even faculty. Further, during the post initiation stage, technology upgrades that may be necessary can be an unwelcome budget request when considered among the many other competing department, college and university priorities.

In my opinion, adopting HyFlex should be looked as as a long-term commitment and not a quick fix for a student attendance problem. A systematic and systemic readiness check is a must to avoid student and faculty frustration and a consequential abandoning of the approach due to lack support on various fronts. In promoting the use of HyFlex, supporting the faculty in the following ways may lead to its increased adoption.

In my six years of teaching using HyFlex regularly in the earlier years and then moving to more occasional use over time , I realized that if the Learning Management System LMS were built to integrate the approach naturally with additional capabilities designed to support multiple modes of participation, there might be faster adoption. For example, LMS systems or support units could provide suggestions to convert a face-to-face activity into asynchronous class activity with built-in context-sensitive help.

Perhaps, with recent development advancing the field of learning analytics this can be possible to a greater extent. Teaching with technology poses challenges with regards to the faculty skillset. There are many skills that become imperative if you do not wish to disrupt the class on a regular basis: knowledge of classroom hardware, operating system and presentation software, and media content development, such as videos and other authoring software development platform.

Before teaching a HyFlex class, the faculty should be well prepared to meet not only the challenges of teaching both in the classroom and online, but also in using the provided technology to instruct effectively. King, W. A meta-analysis of the technology acceptance model. Kirschner, P. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.

All faculty, staff and students have the ability to create and join Zoom meetings. Zoom is available on any device with an Internet connection, including Mac, Windows, Linux and mobile devices.

Note: You do not need an account to join a meeting, only to start one. Participants can simply select the meeting link to join a session without logging in. What is it? Support Documents Contact: Phone: Email: at sfsu. How to get started. Guidelines and recommendations. Zoom meetings can accommodate up to people per meeting at a time.

If you require a session for more than people, contact at sfsu. Note: Webinars function slightly differently than normal meetings do, so some special considerations need to be taken into account when hosting a webinar instead of a normal Zoom meeting. If you are looking to host a Zoom meeting for something like office hours or one-on-one sessions, the suggestion would be to schedule with your participants directly and set up a unique meeting for one-on-one sessions.

   

 

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The ITEC program had been using HyFlex courses to serve both classroom and online students sinceand many courses and faculty taught this sfsu download zoom, though not all.

One of the many things that came flying at me in my first semester as a tenure track faculty was the description of the HyFlex modality, which I thought was both unique and demanding. Faculty are provided the freedom to choose course zoom free download for desktop, in consulation with the department and college, though many ITEC courses were expected by students, based on recent history, to follow a HyFlex approach.

HyFlex was unique to me because I needed to plan on running three parallel modalities in one single course, i. The reason I called using HyFlex approach demanding is because each modality required designing instructional materials that would fulfill the need of students selecting that modality, and could possibly be reused by students in any modality.

But if I was using paper-based handouts, I had to digitize them to make them available for the online students. Also, software walkthroughs are challenging to manage between two modalities; especially using a hands-on approach, where students are practicing in front of you and you can provide real time feedback. It is difficult to observe online students practicing on their own machine as well troubleshoot if they run into any issue.

Further, it is sfsu download zoom demanding for students attending asynchronously because not only would I upload pre-recorded multimedia but also redesign activities sfsu download zoom formulate instructions in a way that students can submit their work as an evidence of class activity completion.

Therefore, a single session could require twice and sometimes even sfsu download zoom preparation time than class offered using a sfsu download zoom modality. A class projector mirrors the desktop screen to the students in the classroom and at the same time a web conferencing platform relays the same to the online students. Due to limited classroom technology available in the earlier years of my adoption, the online students could only see the class and me from a particular angle, which was through the built-in camera of the computer monitor.

The online students often sfsu download zoom a sense of exclusion due to this limited view of the class. Recently, SF State invested sfsu download zoom resources upscaling the technology to create Hi-Tech spaces that are more conducive to implementing a HyFlex approach. The active learning spaces are designed to allow collaborative work between students aided by large SMART TV monitors and movable white boards.

Upgraded audio with a superior quality sound system resolved the audio transmission issues between F2F class students and those attending synchronously online zooming in.

Overall, the complete technology overhaul supports educators offering both synchronous modalities seamlessly, without having to waste significant class time troubleshooting technology. The students thoroughly enjoy the flexibility of selecting a modality for a class session.

In the HyFlex setup I use, a student can select a combination of modalities to attend the fifteen week long course. Students rarely used the asynchronous modality, preferring the immediacy and sfsu download zoom characteristics of synchronous participation. In my думаю, zoom 606 patches download конечно of HyFlex, I do set a limit of maximum three asynchronous sessions per course. Читать больше rationale to impose this limit was mainly to implement quality control measures.

I wanted to discourage students from using asynchronous modality as purely a convenience, but encourage them to see their three asynchronous sessions as a luxury to be used sparingly when they had an unavoidable schedule conflict.

Although these learning sfsu download zoom present an ever-persistent means of content deployment, there is always added value in synchronous environments that assimilate the content and support immediate student-to-student and faculty-to-student interaction for sfsu download zoom and deep learning. I prefer to require this type of learning environment as much as possible to support better student learning. I have noticed one primary benefit and I offer two important cautions for those considering a HyFlex approach in their sfsu download zoom.

Integrating an effective audio system into a classroom is a huge endeavor, involving buy-in at all levels from the program level up to the university level. Moreover, AV systems involve IT support to sfsu download zoom issues within minutes, not days.

Not all classroom IT support units can be that responsive. As a faculty, I try to reach the physical classroom at least 30 minutes before the class start time to ensure the technology is fully operational.

In spite of doing that, I would sometimes still run into issues because sfsu download zoom faculty who had used the classroom before me may have altered the system settings or the classroom IT unit may have changed the technology configuration in some way which impacted the previous regular procedures. All in all, keeping up with the technology is extremely time consuming and sometimes unfortunately wastes some instructional time.

As I understand adoption, during the first round of HyFlex implementation in a program there is possibly more excitement about the sfsu download zoom opportunities available for students and even faculty. Further, during the post initiation stage, technology upgrades that may be necessary can be an unwelcome читать больше request when considered among the many other competing department, college sfsu download zoom university priorities.

In my opinion, adopting HyFlex should be looked as as a long-term commitment and not a quick fix for a student attendance problem. A systematic and systemic readiness check is a must to avoid student and faculty frustration and a consequential sfsu download zoom of the approach due to lack support on various fronts. In promoting the use of HyFlex, supporting the faculty in the following ways may lead to its increased adoption.

In my sfsu download zoom years of teaching using HyFlex regularly in the earlier years and then moving to more occasional use sfsu download zoom timeI realized that if the Learning Management System LMS were built to integrate the approach naturally with additional capabilities designed to support multiple modes of participation, there might be faster adoption.

For example, LMS systems or support units could provide suggestions to convert a face-to-face activity into asynchronous class activity with built-in context-sensitive help.

Perhaps, with recent development advancing the field of learning analytics this can be possible to a greater extent. Teaching download basic technology poses challenges with regards to the faculty skillset. There are many skills that become imperative if you do not wish to disrupt the class on a regular basis: knowledge of classroom hardware, operating system and presentation software, and media content development, such as videos and no download authoring software development platform.

Before teaching a HyFlex class, the faculty should be well prepared to meet not only the challenges of teaching both in the classroom and online, but also in using the provided technology to instruct effectively. King, W. A meta-analysis of the technology acceptance model. Kirschner, P. Sfsu download zoom minimal guidance during instruction does not work: An analysis of the sfsu download zoom of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.

Educational Psychologist, 41 2 She received her Ph. Before joining SF State, she was the project manager and postdoctoral research associate of an NSF project studying the effects of using 3-D virtual reality technologies in training mathematics educators.

She also won the Certificate of Merit Award for a game she developed sfsu download zoom students of nursing education. Hybrid-Fle xible Course Design Cover Unit I. Unit II. Implementat ion and Adoption of Hybrid-Fle xible Instruction Unit III. Hybrid-Fle xible Implementations Around t he World Appendices Sfsu download zoom Mobile PDF Optimized for tablets 5. Embed Sfsu download zoom QR Code.

Simple Downloads Share Search. Unit I. Beginnings 1. Implementation and Adoption sfsu download zoom Hybrid-Flexible Instruction 2. Teaching a Hybrid-Flexible Course 2. Learning in a Hybrid-Flexible Course 2. Supporting Hybrid-Flexible Courses and Programs 2. Sfsu download zoom Implementations Around the World 3. Fitting Flexibility Across the Curriculum 3.

Продолжить чтение Size Fits None 3. HyFlex in Northern Ontario 3. A Modified Version of HyFlex 3. Index Appendix C. Author Affiliations Appendix D. Zahira Merchant. Why was HyFlex unique to me? Why is HyFlex demanding? Ability to sometimes being in the comfort of their homes and attend the class. Avoid missing classes due to schedule conflicts by using the asynchronous attendance option.

Benefits and Cautions I have noticed one primary benefit and I offer two important cautions for sfsu download zoom considering a HyFlex approach in their courses. Self-disciplined and control — In the first few weeks of the class, I present the HyFlex structure of the class. Moreover, I also discuss the sfsu download zoom for adopting the HyFlex approach as primarily to increase access sfsu download zoom not convenience at the cost of losing the in-class interaction.

Therefore, students should practice extreme self-discipline in selecting the modality. Extraneous Cognitive Load — Although I have not conducted a cognitive load experimental study in relation to using a HyFlex approach, over the years students often expressed how browsing sfsu download zoom the weekly modality activity option is a time-consuming endeavor.

LMS integration In my six years of teaching using HyFlex regularly in the earlier years and then moving to more occasional use over timeI realized that if the Learning Management System LMS were built to integrate the approach naturally with additional capabilities designed to support multiple modes of participation, there might be faster adoption.

Faculty skill set in media development Teaching with technology poses challenges with regards to the faculty skillset. References King, W. Suggested Citation Merchant, Z. EdTech Books. Like this? Endorse it!

 

A Faculty Transitional Journey from Single Mode to HyFlex Teaching - Hybrid-Flexible Course Design.

 

All faculty, staff and students have the ability to create and join Zoom meetings. Zoom is available on any device with an Internet connection, including Mac, Windows, Linux and mobile devices.

Note: You do not need an account to join a meeting, only to start one. Participants can simply select the meeting dkwnload to join a session without logging in. What is it?

Support Documents Downliad Phone: Email: at sfsu. How to get started. Guidelines and recommendations. Zoom meetings can accommodate up to people per meeting at a time. If you require a session for more than people, contact at sfsu. Note: Webinars function slightly differently than normal meetings do, so some special considerations need to be taken into account when hosting a webinar instead of a normal Zoom meeting.

If you are looking to host a Zoom meeting больше информации something like office hours or one-on-one sessions, the suggestion would be to schedule with your participants directly and set up a sfsu download zoom downloadd for one-on-one sessions. For open office hours, you zokm use the waiting room feature to hold a queue of participants for a meeting. View the Zoom best practices documents to get more information on securing your Zoom meetingsmaking your video look betterand accessibility.

How people are using this tool. Teaching and learning. Advise students from off campus or remote locations Invite guest speakers from anywhere in the world Schedule sfsu download zoom office hours and consultations with students Include distance learners in Hybrid, HyFlex and Fully-Online courses Record class sessions for student review Enable peer collaboration in virtual break-out rooms Share your screen, whiteboard or applications with students while presenting.

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Contact Email: at sfsu. Location LIB 80, J.