The document discusses the implications of redesigning education for multi-access learning. It addresses issues of policy, pedagogy, and practice when moving towards models that provide flexibility in modality. Key points include the need for student accessibility and preference of modality to be considered, and how blended and multi-access learning can help meet student needs relating to mobility, work, family responsibilities and costs. Student perspectives shared indicate that multi-access enhanced the learning experience by providing connectivity and flexibility while not negatively impacting the quality of teaching and learning.

1. Redesign for Multi-Access Learning:
Implications for Policy, Pedagogy, & Practice
Valerie Irvine @_valeriei :: University of Victoria TIE Research Lab
July 3, 2015 for University of Saskatchewan #etadsi Flickr@wwward0 CCBYND2.0

2. Online/Open Access
• #ds106radio
• #etadsi
• Blue Jeans access
• Use gdoc tweeted out

3. Q1: Why do we need
to have a required
face-to-face
experience as a class?
Reply with A1: ___
to #csshe2015 &
#blended

4. Q2: Should an institution’s
or instructor’s preference
override student
accessibility?
Or student preference of
modality?
Reply with A2: ___
to #csshe2015 & #blended

5. Q3: Does/should modality
bias exist?
Reply with A3: ___
to #csshe2015 & #blended

6. Q4:
Should we allow flexibility
in modality accessibility
(e.g., multi-access)? What
are the implications?
Reply with A4: ___
to #csshe2015 &
#blended

7. Responses and
resources curated at
google doc URL
tweeted out:
bit.ly/1PVK26u

8. FACE TO FACE ONLINEOR

9. Face to Face Enrollment

10. Online Enrollment

11. FACE TO FACE ONLINE*AND*

12. F2F ONLINEMULTI-
ACCESS

13. Remote Online Pod (3 F2F) F2F On-Campus Pod
Remote Online Individuals Blended (F2F & Online)

14. Who Controls the Blend?
Is Blended an Instructional Experience
or a Learner Experience?

15. WHY BLENDED?
Are we just talking tech-mediated?
–No increased access to learning afforded by
blended learning
–Only those learners who are able to access
on-campus learning can benefit from
blended

17. Can Blended Meet Mobility Needs?
NO

18. Do we redefine blended to include
merging modalities?
NO.
We don’t say snowboarding is the
new skiing.

19. CLARITY
Program Delivery
The cohort will include face-to-face
instruction in courses taught in a centrally-
located Vancouver site and flexible,
blended formats that mix on-site and
online learning.

23. Irvine, V. (2013). Multi-Access Learning

28. http://today.law.harvard.edu/wp-content/uploads/2011/12/06_cluster_dsc_7732_inside.jpg

29. #whythatseat?
Realigning Higher Ed for the 21st Century Learner
Through Multi-Access Learning
Dr. Valerie Irvine
@_valeriei

30. The Technology Integration and
Evaluation (TIE) Research Lab

31. COMMUNITY

33. The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she
felt from others in her class because she was
completing it online. She mentioned how she often
felt “alone” in her program. This really struck a cord
with me. Also being in an online program on
technology, I have never felt disconnected from my
classmates or professor. Our one hour weekly sessions
provide me with the opportunity to connect with my cohort. I
know they are only a tweet, email, or bluejeans session away if I
want to connect with them. Considering that geographically
some of us are hours away from each other, it really speaks to the
design and effectiveness of the program. There is something to
be said for the connectedness technology brings. I also
appreciate that students have the opportunity to be face-to-face
if preferred. In this sense, the course truly is Multi-Access.

35. Transference of Expectations in Modality Bias

37. Learning Pathways (Major, 2015)

38. Flickr@healthbrandon

39. WORK FAMILY
STUDENT PRESSURES, SOCIAL JUSTICE,
& PRIVILEGE
SELF-CARECOMMUTE
COST
(transportation, accommodation, parking, airfare, etc.)

40. Multi-Access F2F Student
• This course was amazing. It allowed for
freedom of life - the ability to participate
online and face-to-face was essential in life as
a parent, caregiver for an ailing parent and a
full time student.

41. Learner Preferences for Modality
TOP CHOICE
• 9 out of 15 (60%) ranked multi-access as THE
top choice
• 3 selected blended
• 2 selected F2F
• 1 selected online

42. Learner Preferences for Modality
TOP CHOICE
• 14 out of 15 (93.3%) chose multi-access (F2F
or remote) as 1st or 2nd choice

45. Multi-Access Remote Student
• If I lived very close to campus year round, I think I would
have preferred to be in a F2F class or a multi-access class
in which I was in the room. However, I lived in [a town on
the outskirts] and avoiding the 45 minute drive saved me
a lot of money and valuable time that I could spend
being more productive. On top of that, the flexibility that
the multi-access course provided allowed me to move to
another city to prepare for my practicum much further
ahead of schedule than a F2F course would have
permitted. I went to my practicum city 3 weeks before my
start day; while a F2F class would have given me a long
weekend to pack up and move, meet with teachers,
supervisor, and admin, and plan my lessons with no time
to observe.

70. Learner Perspectives on
Multi-Access Learning

73. Control

74. “Cyber Proxy”
(Irvine, 2015)

76. vGo Video Conference Robot
More about the robot in a minute...

77. http://www.doublerobotics.com/https://revolverobotics.com/ http://www.vgocom.com/
Kubi
vGoDouble

78. ● Need for Equity Among Access
● Avoid Preferential Treatment
● Policy on Cyber Proxy

80. https://www.flickr.com/photos/anitasarkeesian/3903166130/
Professors ≠ Tech Support Specialists
YOU FOOL!
YOU POOR
FOOL!
DID YOU
MESS
WITH IT?
DON’T MESS WITH
IT!

81. The Business Case for Video Conference Robots
http://commons.wikimedia.org/wiki/File:Analyzing_Financial_Data_(5099605

82. Excellent Tech Support from vGo

83. Use Cases for Video Conference Robots

85. Copyright John Bell UMichigan

86. 7 Instructors Perspectives on
Multi-Access Video
Conference Robots...

87. “If you had asked me that question two years ago
I would have balked. [Using a VC robot] would be
exciting and challenging. It’s about what we’re
doing, not about the technology. I’d love to see
that in action.
Again I see that as superior to what we’ve
experienced [with BlueJeans], the fact that they
can turn the camera and talk. That more
replicates what we’re trying do in the room.”

88. “I think in that case where I have one student
coming in or two or three; a small number of
students relative to the number of students in
my class this would be great. Perfect actually,
because you could go out in the hall and work
in a group.”

89. “The robot to me is an interesting idea. Part of
my thinking is thinking about who are we, so it’s
ontological but what essence or what physicality
is different to me. It wouldn’t bother me, if I had
10 of those it still wouldn’t bother me, it’s just
another way of being.”

90. “I can just teach normally to them and to them
the same way as this face-to-face student. I don’t
see that being an issue. ”
“Wonderful. I have students all the time who are
sick who skype in. They have to find a friend to
skype them in, but that would be great.”
“I would love to try it as a student. I would love
to try it as a teacher. As long as I have no
responsibility for moving their screens around.”

91. Destination in Place and Space

92. The distance is nothing when
one has a motive.
~ Jane Austen, Pride and Prejudice

93. The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she
felt from others in her class because she was
completing it online. She mentioned how she often
felt “alone” in her program. This really struck a cord
with me. Also being in an online program on
technology, I have never felt disconnected from my
classmates or professor. Our one hour weekly sessions
provide me with the opportunity to connect with my cohort. I
know they are only a tweet, email, or bluejeans session away if I
want to connect with them. Considering that geographically
some of us are hours away from each other, it really speaks to the
design and effectiveness of the program. There is something to
be said for the connectedness technology brings. I also
appreciate that students have the opportunity to be face-to-face
if preferred. In this sense, the course truly is Multi-Access.

94. Multi-Access Remote
Student
• I think the quality of teaching and learning was not
affected by the course being online. The instructor was
effective in delivering the material and giving appropriate
wait times after asking questions. It was a very
interactive course which I believe would have the same
impact if the course was fully F2F. We are going
towards an online community, and it is great to know
that there are already professors out there that are
equipped with the skills and knowledge to effectively
teach in any setting. Great experience. I wish more
people this year had had the same opportunity.

95. Multi-Access Remote
Student
• I would say that it enhanced it. I felt like I was
in the class with live video and audio feeds,
but at the same time I had access to review
the teaching materials on my own computer
and expand with my own research during the
class without disrupting the flow of the
lesson. For a long class (3 hours +) the
opportunity to access from home was a huge
advantage because the comfortable setting
allowed me to hold focus and breaks were
more refreshing.

96. Multi-Access Remote
Student
• I really enjoyed the multi-access experience. I had ongoing
conversations on instant messenger with a classmate
whilst listening and taking in a presentation for example. If
you're in a face-to-face class you can't just pull out your
laptop and start typing because it's rude, but when you're
using multi-access, you can immediately check out any
thought tangents online whilst keeping up with the
presenter. This makes the learning experience fuller,
because you can check things out as you think of them
instead of forgetting them and not getting around to it
after the class is done. I did feel part of the class as well.

97. Multi-Access Remote
Student
• I also experienced the class from the other side of
the monitor, and I have to say, it feels better on the
technology. I felt the pace of the class was much
slower when I was in the classroom F2F.
• hmmmmm. Personally I am an auditory learner so
this was exponentially better than any previous
online learning courses I have taken.

98. Multi-Access Remote
Student
• It was fairly neutral, overall. I didn't feel like
it was any better or worse in terms of
learning quality, but I did feel that it was
light years more convenient for me. Grow
this opportunity! Offer these kinds of
course mediums as often as possible! They
really do make the grade, and it makes life
for people in rural areas so much easier and
more affordable!

99. Multi-Access Remote
Student
• I commend the individuals who
designed and implemented this
course. It was extremely successful,
and accommodated many students
who would have otherwise faced
serious challenges regarding their
living situations.

100. Multi-Access Remote
Student
• If I lived very close to campus year round, I think I would
have preferred to be in a F2F class or a multi-access class
in which I was in the room. However, I lived in [a town on
the outskirts] and avoiding the 45 minute drive saved me
a lot of money and valuable time that I could spend
being more productive. On top of that, the flexibility that
the multi-access course provided allowed me to move to
another city to prepare for my practicum much further
ahead of schedule than a F2F course would have
permitted. I went to my practicum city 3 weeks before my
start day; while a F2F class would have given me a long
weekend to pack up and move, meet with teachers,
supervisor, and admin, and plan my lessons with no time
to observe.

101. Multi-Access Remote
Student
• I think it contributes to the quality of
learning because it's differentiated
instruction. By having a multi-access course,
students can choose how to participate. I
felt like my needs were met and the video
enhanced the quality of the teaching and
learning. Without video, I wouldn't be able
to concentrate for 3 hours.

102. Multi-Access F2F Student
• This course was amazing. It allowed for
freedom of life - the ability to participate
online and face-to-face was essential in life as
a parent, caregiver for an ailing parent and a
full time student.

103. Multi-Access F2F Student
• I know that the remote group benefitted
from the online aspect of the class for
monetary reasons, which I fully support.
University is expensive, saving money any way
that individuals can, should.”
• “I think [multi-access] would be ESPECIALLY
important for professional development
courses that full-time teachers would want to
take.