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Slide August 30th.pptx
1. HyFlex Teaching and Learning
Roxanne McCorry & Daniela Loghin
Academic Technology and Distance Learning
2. Overview - HyFlex at MCC
Preparing for HyFlex instruction
Support for Faculty and Students
HyFlex Teaching Scenarios
HyFlex Classroom Technology
Q & A
Academic Technology and Distance Learning
Agenda
4. F2F
• In class
• Required Meeting Times
• Blackboard
Synch Online
• Zoom/Collaborate
• Required Meeting
Times
• Blackboard
Asynch Online
• Recordings
• No Meeting Times
• Blackboard
Academic Technology and Distance Learning
Hyflex instruction
5. • All content> Blackboard
• Set up your Zoom link
• Allow for extension of class activities beyond class meeting times:
• Discussion forum
• Create a student meeting space in Zoom
• Include the Bb Email tool on your course menu
• Class activities – Will this work in the Hyflex mode?
• How will you create substantial interaction?
Academic Technology and Distance Learning
8. • Attendance is expected
• Encourage students to attend physically. Discuss the benefits with students.
• Easier to develop a community of learners
• Development of interpersonal skills and relationships with classmates/instructor.
• Greater accountability for one’s role in creating the learning experience
• Zoom>expectation is for cameras to be on 90% of the time
• Participation –What does participation look like? Raise hand?
• Will you enable Zoom "Chat" feature?
• Include students in setting the guidelines for a productive Hyflex experience?
Academic Technology and Distance Learning
9. Academic Technology and Distance Learning
Options for attending lecture:
Face-to-face in Academic Resources bldg., Rm 212
Virtual on Zoom (access Zoom in Blackboard) – preferably access
Zoom on computer
Bring device (computer, phone) to in-person class.
Use Google Chrome browser to access Blackboard & Zoom.
Chrome Update – Link here (faculty & students).
10. 1. Bring passwords for MyMCC, Blackboard and Google Drive
2. Acknowledge students in-person and attending remotely
Academic Technology & Distance Learning
3. Arrive to the classroom early
Start Zoom session atleast 5 minutes before class starts
11. 4. Do a sound check with remote students to ensure they can hear and talk.
5. Record the Zoom meeting? Always record on Zoom Cloud. Let students know.
6. Take attendance
7. Ice Breaker
Academic Technology & Distance Learning
12. Keeping students actively engaged with you, the content, and each other = success
When students are observing, doing, communicating, and reflecting, they are actively
working with concepts and people = success
“Interaction is at the center of the teaching and learning process”
Academic Technology and Distance Learning
14. How do you engage your students in the learning process?
Academic Technology and Distance Learning
15. 1. What activities should be flipped?
2. How do I accomplish a specific activity in the hyflex mode?
Academic Technology and Distance Learning
16. Academic Technology and Distance Learning
Think About It
Student-student Student-instructor Student-content
Peer-review Authentic assessment video
Group work/project Problem-solving,
demonstrating
Journal/chapter readings
Case study analysis lecture Case study
Class Discussion Student presentations Presentation
Assignment/Quiz/Test Reflection/Journal - Bb
Reflection/Journal
VoiceThread - Bb VoiceThread VoiceThread
17. Academic Technology and Distance Learning
• Discussions
-Mentimeters – Cloud Activity
-Zoom Chat Room
-Zoom Breakout Groups
• Group work/projects – Zoom breakout rooms
-Blackboard Groups
• Quiz – Kahoot, AhaSlides, Polls/Surveys
-Google Forms-assessment
18. Academic Technology and Distance Learning
--develop effective learning activities:
• include opportunities for active learning,
• allow for different types of interaction,
• include useful feedback on the activities, and
• include opportunities for students to think and reflect on what they are
learning, how they are learning, and the significance of what they are
learning.
19. • Job Aide – HyFlex room
• PD 100 Blackboard site
• IT Support – Submit ticket to IT for tech issues, servicedesk@middlesex.mass.edu
• Instructional Design support – Daniela Loghin or Roxanne McCorry --
assistance designing and developing HyFlex course materials.
• HyFlex Team (Roxanne McCorry, Daniela Loghin, Tracy Joyce, Jordana Shaw,
Peter Shea)
Academic Technology and Distance Learning
Support for Faculty and Students
21. HyFlex Teaching Scenarios
Academic Technology and Distance Learning
1. Instruct and engage with the Instructional
Slide
2. Teach and engage with a video (YouTube, Khan
Academy, etc)
3. Share and engage with Annotations
(Whiteboard, Google Doc)
4. Engage with a class discussion (Zoom)
5. Engage with group work
6. Give us your teaching scenarios
22. 1. Instruct and Engage with a slide
Academic Technology and Distance Learning
• How to share a slide will all class?
• On class computer open your slide
(PPT, Google Slides, Prezi, etc).
• In Zoom, click Share Screen.
• Choose the application / tab with the
slide.
• Click Share
In-person students see the slide on the Whiteboard.
Virtual students see it on their screens.
24. Slide Share - Engagement!
What are some patterns that
you observe here?
How do sociologist explain
these patterns?
How do you think that
healthcare system is
different in USA as opposed
to the Least Developed
Countries?
25. 2. How to share a video?
Academic Technology and Distance Learning
• On class computer open video
(YouTube, Apple TV, Movie on
Demand) tab.
• In Zoom, click Share Screen.
• Choose the application / tab you want
to share.
• Share Sound and Optimize for video
setting should be clicked on.
• Click Share
In-person students see the movie on the
Whiteboard.
Virtual students see it on their screens.
27. Video Sharing Engagement
Academic Technology and Distance Learning
How social stratification works in the
US?
Who is on top of the social ladder?
Why?
28. 3. How to share Annotations?
Academic Technology and Distance Learning
• In Zoom, click Share Screen.
• Choose Whiteboard
• Click Share
• Select Draw from Zoom Annotations
settings.
• Write on the Class Whiteboard with
the Interactive Markers.
In-person students see the writing on the
Whiteboard.
Virtual students see it on their screens.
30. Guidelines:
• How do students participate in class
discussion? (raise hand / virtual
hand).
• Enable Chat in Zoom.
• Repeat student's questions so
everyone is engaged.
• Pause and give student’s time to think
& respond to questions.
• Arrange the seats so students can see
whiteboard & remote students
4. Class Discussions
Academic Technology and Distance Learning
32. 5. Group Work
Academic Technology and Distance Learning
Most simple:
• Online students on Zoom
• In-Person students in Class
More advanced:
• Create collaborative online
spaces (Google Doc, Perusall,
Blackboard space) and assign
both in-person and virtual
students to groups.
33. 6. Your Teaching Scenarios
Academic Technology and Distance Learning
34. Classroom Technology
The Parts:
Computer
Computer Panel
Screens (2): White Board and TV
Keyboard and Mouse
Cameras (2): White Board and TV
Remotes (2): rarely used
Microphone (1): in the ceiling
Speakers (4): in the ceiling
Academic Technology and Distance Learning
The Whole:
Editor's Notes
This model provides the most flexibility for students. From the instructor’s perspective, it can be challenging because you need to pay attention to and plan for multiple audiences. Effectively teaching with this model requires much more planning than teaching to a regular class or even to an online-only class.
When you are preparing to teach a HyFlex course you need to plan as if you were teaching an online course and you need to plan for how you will manage your in-class learning activities so that they are engaging for people in the room and connected synchronously. Instructors need to pay attention to both pedagogical and technology considerations
When you are preparing to teach a HyFlex course you need to plan as if you were teaching an online course and you need to plan for how you will manage your in-class learning activities so that they are engaging for people in the room and connected synchronously. Instructors need to pay attention to both pedagogical and technology considerations
When you are preparing to teach a HyFlex course you need to plan as if you were teaching an online course and you need to plan for how you will manage your in-class learning activities so that they are engaging for people in the room and connected synchronously. Instructors need to pay attention to both pedagogical and technology considerations
Get to class early and try to have all of the technology up and running at least five minutes before the class is scheduled to start.
If you are using multiple devices during the class, or you have students connecting to the videoconference while in the room, make sure that there is only one active microphone and one active set of speakers (not including headphones) to prevent feedback.
Remind students that they must “mute” after asking questions.
When taking student questions;
Make sure to repeat in-class questions to enable remote students to hear them.
Even if your classroom is equipped with audience microphones, it’s a good practice to repeat seated questions until both seated and remote students understand how the technology functions.
Likewise, check to make sure seated students can hear remote student questions/comments and repeat as necessary.
Get to class early and try to have all of the technology up and running at least five minutes before the class is scheduled to start.
If you are using multiple devices during the class, or you have students connecting to the videoconference while in the room, make sure that there is only one active microphone and one active set of speakers (not including headphones) to prevent feedback.
Remind students that they must “mute” after asking questions.
When taking student questions;
Make sure to repeat in-class questions to enable remote students to hear them.
Even if your classroom is equipped with audience microphones, it’s a good practice to repeat seated questions until both seated and remote students understand how the technology functions.
Likewise, check to make sure seated students can hear remote student questions/comments and repeat as necessary.
When preparing to teach your class you need to pay attention to both pedagogical and technology considerations.
Daniela will discuss the technology.
Teaching to a classroom full of in-person students while connected simultaneously to other students, through video conferencing, is challenging!
To be successful you need to plan ahead: see above.
Flip the Classroom--If you are just planning on lecturing or presenting large amounts of materials, consider recording these and making them available ahead of time through your course site. This “flipped classroom” style can save class time for more interactive activities while enabling more time to respond to questions about the content.
When preparing to teach your class you need to pay attention to both pedagogical and technology considerations.
Daniela will discuss the technology.
Teaching to a classroom full of in-person students while connected simultaneously to other students, through video conferencing, is challenging!
To be successful you need to plan ahead: see above.
Flip the Classroom--If you are just planning on lecturing or presenting large amounts of materials, consider recording these and making them available ahead of time through your course site. This “flipped classroom” style can save class time for more interactive activities while enabling more time to respond to questions about the content.
When preparing to teach your class you need to pay attention to both pedagogical and technology considerations.
Daniela will discuss the technology.
Teaching to a classroom full of in-person students while connected simultaneously to other students, through video conferencing, is challenging!
To be successful you need to plan ahead: see above.
Flip the Classroom--If you are just planning on lecturing or presenting large amounts of materials, consider recording these and making them available ahead of time through your course site. This “flipped classroom” style can save class time for more interactive activities while enabling more time to respond to questions about the content.
