How do you teach in the Hybrid Virtual Classroom? Student in the classroom and online at the same time? This workshop covers some of the challenges. Pedagogical advice Advice for preparation, planning and choices · Be well prepared. Plan teaching activities in advance such as when you plan to switch between on-campus and online groups. Prepare your ‘chat’ text in advance. Minimise these moments unless discussion is the goal. Plan a variety of content and formats to keep it engaging. · Create a complete and detailed plan for the lesson overview. Outline roles, learning goals, and timing. If there are several teachers each should know what their role is. Provide a moderator to manage the flow of communication and check the chat. · Have a very clear script for how the class will be run and who will do what and ensure all teachers understand it. Have roles clearly defined for all those who are involved. · Make clear choices about what teaching activities are synchronous and asynchronous. Plan each class in the context of the whole curriculum. A live session must be a condensed version of a normal class. Plan carefully in advance specific activities for those in person and those online and how to engage them. Do not try to cover all your normal class content in this format. · Make lesson content (slides) available to students in advance so it is easier from them to follow the class online. · Practice in the HVC/CC as an actor would practice in a new theatre to get a ‘feel’ for it. Try to imagine what it is like to be the student online. Do a test run with a colleague where you experience this, so you know how the online students see your lesson. · Do not use this format to give a long lecture with lots of information. Use content and then combined with exercises and discussions. Think very carefully before using the HVC/CC due to complexity, planning and additional staff costs. Advice for classroom management · Always ask a question first to the students online, then to those in the classroom. · Plan to actively connect the two group to create immersive interaction. · Since there is less non-verbal communication from online students, address them directly. Ask them to use the chat. Be prepared for less direct interaction from those online and work to engage them. · Place online students into groups and place them in break-out rooms. Then allocate each group a separate screen in the classroom to make interaction with them easier. · Consider having an additional teacher who focuses exclusively on the online students. · Ensure that for online students that their audio and video works in both directions so they can be seen and heard. · Use a quiz format (voting Yes or No by showing a red or green object) to encourage students to switch on their camera. · Ask online students to share their screen to involve them when they talk

1. Workshop
Hybrid
Virtual
Classroom
6th April 2022 (Den Haag D2-149, 14:30-15:30 & livestream)
Frank Gombault & Zac Woolfitt

2. 8-4-2022
Subtitel of naam spreker
Workshop
Hybrid
Virtual
Classroom
Frank Gombault & Zac Woolfitt

3. Today
Overview
Introductions
Learning goals
Definitions
Reserach
Context
6 x Hybrid Virtual Scenarios for room
D2-149
Practice/interaction/Discussion/Q&A
Feedback ova Mentimeter: tips/tops
Sources
3

4. Introductions
• Zac Woolfitt
• Frank Gombault
• Workshop Participants
• Session is recorded
• Rules for today
4

5. Learning goals
• Name 6 scenarios for using the HVC
• Describe one pedagogical scenario from your
own practice that coudl be used for the HVC.
• Interact with participants online and in the
classroom, via the screen, audio and chat.
5

6. Definitions
On campus + Online + Synchronous = HVC
• Hybrid Virtual Classroom
• Blended Synchronous Learning
…
6

7. 1 - Hybrid Virtual Classroom
A learning environment in which both on-
site and remote students can
simultaneously attend learning activities
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020).
7

8. 2 - Blended Synchronous Learning
Education in which students on location (on-campus)
and remote students (online) simultaneously take
part in the education.
Principles are:
• Strive to offer qualitatively equivalent education for
both student groups
• All students and the teacher should be abel to interact
with each other, by seeing and hearing each other.
This stimulates a feeling of community.
Hagemeijer, R., & Dolfing, R. (2022).
8

9. Variables
Pedagogical
Technological
9

10. Research
Delivering education in the Hybrid Virtual and Connected
Classroom. Den Haag, Inholland.
(Woolfitt & Bottema,2022).
10

11. Challenges
Didactical choices and adjustments
Split attention
Cognitive overload
Technical complexity
11

12. 6 Hybrid Virtual
Classroom Scenario’s
For the classroom DH 2-149 at
the Inholland location in Den
Haag.
12
scenario's

13. 13
Hybrid virtual classrom

14. 14
Hybrid virtual future
• Camera’s
• Display
• Sub-titles
• Translation

15. 15
Onderwijs
Online
Fysiek
0 1 2 3 4 5 6

16. Scenario 0
• Teacher in the class
• Students in the class
• Teacher shares laptop
• Use pen and touch
screen
• Sharing screen via
Teams
16

17. Scenario 1
• Teacher in class
• Students online
• Teacher shares laptop
• Use pen and touch
screen
• Sharing screen via
Teams
17

18. Scenario 2
• Teacher online
• Students in the class
• Screensharing via
Teams
• Guest speakers
• Students on work
placement
18

19. Scenario 3
• Teacher in class
• Students in class
• Students online
• Sharing laptop screen
• Use pen and toch
screen
• Share screen via
Teams.
• Lecture
19

20. Scenario 4
• Teacher in class
• Students in class
• Students online
• Sharing laptop screen
• Use pen and toch
screen
• Share screen via
Teams.
• Lecture
• Active interactions
20

21. Scenario 5
• Teacher in class
• Students in class
• Students online
• Sharing laptop screen
• Use pen and toch screen
• Share screen via Teams.
• Interactive workshop/discussion
• Interactive didactics
• Group discussion
• Student group working on-campus and online.
• Online in breakout rooms
• Presentations from different projectg groups.
• Group choose same ‘Teams background’
• Teacher visits groups in class and in breakout
rooms.
21

22. Scenario 6
• Teacher in the class
• Students in the class
• Groups of students in
(online) classroom(s)
• Share screen via
Teams
• Lecture/
• Project groups on-campus and online.
• Online in breakout rooms
• Presentations by different project groups.
• Teacher visits project groups in different
physical classrooms and also online in breakout
rooms.
22

23. 23
Hybrid virtual education
Online
On-campus
0 1 2 3 4 5 6

24. Scenario 7, 8..
24

25. Activity 1
Interaction between on-campus
and online
25

26. Q & A
26

27. Challenges
Didactical choices and adjustments
Split attention
Cognitive overload
Technical complexity
27

28. Menti.com 4100 9651
How was the session today?
• What was good, what would
make it better?
• What are the most important
takeaways from today?
28

29. Sources
Fransen, J. (2020). Decision aid for designing (online) learning. Den Haag. Retrieved from https://www.inholland.nl/onderzoek/publicaties/decision-aid-
for-designing-online-learning
Fransen, J., & Griffioen, E. (2019). Verkennend onderzoek naar technologierijke learning spaces in het hoger onderwijs. Den Haag. Retrieved from
https://www.inholland.nl/onderzoek/publicaties/verkennend-onderzoek-naar-technologierijke-learning-spaces-in-het-hoger-onderwijs
Hagemeijer, R., & Dolfing, R. (2022). Hybrid Teaching & Learning; A literature review. Utrecht, Utrecht University. Retrieved from:
https://www.uu.nl/sites/default/files/Hybrid%20Teaching%20%26%20Learning%20Review.pdf
Last, B., & Jongen, S. (2021). Blended learning en onderwijsontwerp; van therorie naar praktijk. Amsterdam: Boom.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning
Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Raes, A., Vanneste, P., Pieters, M., Windey, I., Noortgate, W. Van Den, & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An
investigation of students’ engagement and the effect of quizzes. Computers & Education, 143(August 2019), 103682.
https://doi.org/10.1016/j.compedu.2019.103682
Woolfitt, Z., & Swager., S. (2019). Seven phases of transition into blended synchronous learning. Den Haag, Inholland.
https://www.inholland.nl/onderzoek/publicaties/seven-phases-of-transition-into-blended-synchronous-learning
Woolfitt, Z., & Swager, P. (2019). Facilitating language teaching in a hybrid classroom over three locations via streaming video on a first-year bachelor
course. Den Haag. Retrieved from Facilitating language teaching in a hybrid classroom over three locations via streaming video on a first year
bachelor course (inholland.nl)
Woolfitt, Z., & Bottema, J. (2022). Delivering education in the Hybrid Virtual and Connected Classroom. Den Haag, Inholland. Delivering education in the
Hybrid Virtual and Connected Classroom (inholland.nl)
29

30. Learning goals
• Name 6 scenarios for using the HVC
• Describe one pedagogical scenario from your
own practice that coudl be used for the HVC.
• Interact with participants online and in the
classroom, via the screen, audio and chat.
30

31. Thank you for
your
attention!
31
Tel:
E-mail:
0621 602 456
Frank.Gombault@Inholland.nl
Zac.Woolfitt@Inholland.nl
http://zacwoolfitt.blogspot.nl/

33. Extras
33

34. 34
https://teaching.utoronto.ca/wp-content/uploads/2016/05/Community-of-Inquiry.pdf

35. 35 Fransen, J. (2020)

36. 36 Fransen, J. (2020)