This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.

1. Inspiring the next
generation of
leaders, thinkers
and problem-
solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.futuremakers.nz/blog
Hybrid Learning:
Fad or Future?

2. WHY IS THIS NECESSARY?

3. Trends not yet shaping education?
Potential future shocks and surprises, plausibility and impact
https://www.oecd.org/education/ceri/Brochure-Four-OECD-Scenarios-for-the-Future-of-Schooling.pdf

4. Disruption
becoming more
frequent and
severe
https://www.mckinsey.com/business-functions/risk-and-resilience/our-insights/the-resilience-imperative-succeeding-in-uncertain-times
Drivers

5. What are schools planning?
• Result of poll conducted
by national president of
NZPF – week of 14 March
• Question: to what extent
will teaching and
learning practices change
in your school post covid?

6. “The greatest danger in times
of turbulence is not the
turbulence – it is to act with
yesterday’s logic.”
Peter Drucker

7. DEFINITION
• a comprehensive approach to designing and delivering learning that combines the best
parts of face-to-face and online learning to create the ideal learning experience for each
learner.
• an educational model that operates independently of location, where students are able
to attend class in-person, while others join the class virtually from home (or other
locations) – and to transition seamlessly between locations.
• the combination of on-site and virtual learning design to create a singular learning
experience without any weak spots.
• tailored to the learning format, whether it be in-person or online.
Hybrid learning is…

8. Principles
Resilience - building system resilience through a transformed state of education –
not just another delivery model.
Online First – leveraging the power of online to provide transparency and coherence
across all aspects of learning design and delivery.
Boundary-less – enabling learners to access, engage and participate in learning
regardless of location, and to seamlessly transition between locations.

9. Education example
School/Kura (Back end):
Back-end systems, resources, curriculum,
student management, records of learning etc.
Online Learning Space:
Virtual interface bringing teachers and learners
together. Online access to resources and participation
in learning activity.
Teachers/learners
Able to participate in the teaching/learning process regardless
of location, and able to transition easily between each space
without being disadvantaged.
Physical Learning Space:
Physical interface bringing teachers and
learners together. Physical access to resources
and participation in learning activity.

10. REMOTE LEARNING
ON-SITE LEARNING
ASYNCHRONOUS
SYNCHRONOUS
Virtual collaboration via a range of online
conferencing and collaboration tools (Zoom, Meet,
Teams etc.)
Pedagogical activity may include live-streaming
instruction (teacher), virtual group discussions,
presentations etc.
May also include streaming assemblies and special
events etc.
Hybrid Teaching and Learning Scenarios
In-person collaboration in learning spaces
May be between individuals or groups
Pedagogical activity may include direct
instruction (teacher), in-person group tasks,
performances etc.
May also include whole class or whole school
events such as assemblies.
Learning content and instruction provided via a range
of online platforms that enable both online and offline
learning activity
May include viewing of recorded live-streamed content
Virtual group collaborative learning using shared
documents and feedback
Some online platforms provide tools for tracking
participation
Pedagogical activity may include recorded teacher
instruction, interactive online activity,
Individual (or small group) focus on learning tasks
in a range of learning spaces, including
classrooms, libraries etc.
Teacher available for in-person supervision,
support and guidance.
Pedagogical activity may include direct
instruction (teacher), in-person group tasks,
performances etc.
Includes access to learning content and activity
using digital tools/environments.

11. DIRECTION

12. Key Themes
Photo by Jon Tyson on Unsplash
Equity
Photo by Tom Parsons on Unsplash
Responsiveness
Photo by Audi Nissen on Unsplash
Inclusion

13. Start with what you know...
Flipped Classroom model
Enriched virtual model
Rotation model
Students are able to access their learning online from home or from school,
and where students complete their independent, research based aspects of
their study at home while using the time in class to participate in
collaborative or group-based activity
Similar to the flipped classroom model, but the focus of the learning design
is online in the first instance, and the in-class activity is simply one of the
spaces that may be used for various parts of the programme – where
appropriate or able to be accessed.
This practice has been around for some time but was used a lot during
COVID to address the social distancing issues. It uses the enriched virtual
approach but students are rostered on for times on-site, the rest of the
time they work from home. Many businesses are currently using this
approach to create more social space in the workplace.

14. Seek to leverage...
• The power of collaborative approaches to learning design and
teaching
• Relationships with parents/whānau and the community as partners in
the learning process
• Learner agency, promoting self-management, self-direction
• Local curriculum – to ensure authenticity and engagement
• New measures of success and transparency in the assessment
process

15. Establish School Online
Template Planning
Learning conditions
audit
START
HERE
Professional
Development
Design Learning
Monitor progress
and achievement
Review and refine
LEARNING
CONTENT
LEARNING
ACTIVITY
ASSESSMENT
FOR & OF
LEARNING
A framework to guide action...

16. Shifts in practice required*
• Equity
• Inclusion
• Learner agency
• Engagement
• Learning Content
• Learning activity
• Partnerships
• Leveraging digital
• Feedback & communication
• Assessment
Based on the emergent themes from the COVID-19 research
Practices Rationale Support
Success
measures
Name and describe
the specific
practices you
employ in your
context currently
that meet these
expectations
How is your decision
to work in this way
informed by your
beliefs, theoretical
frameworks and
understanding of
local context?
What systems,
structures,
processes and
tools do you
currently use to
enable this
approach?
What measures do
you use to
determine the
success and/or
value of this
practice? How do
you know it is
contributing to
student success?

17. Resources Available
COVID-19 Research
Analysis of over 50 research reports
with a special focus on the role of
digital technologies in the education
response to the COVID-19 pandemic.
Resilience Planning for Schools
Provides a conceptual overview for
education leaders and communities.
Introduces hybrid as a solution.
Getting Started with Hybrid
Learning: A Teacher Guide
Designed as a guide for educators with
practical advice for moving to a hybrid
model in their own context.
Codifying Teacher Practice
Guide for schools and school leaders to
create coherent, school-wide
pedagogical approaches in a hybrid
environment.
Download from: https://futuremakers.nz/hybrid-learning

18. “Back to normal
is forward to extinction”
Michael Fullan, October 2020

19. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog
https://bit.ly/3cpL4Yc