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HyFlex Technology Tour - Pima Community College, Arizona

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HyFlex Technology Tour - Pima Community College, Arizona

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HyFlex Classroom Technology Tour - Pima Community College, Tucson, Arizona

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HyFlex Classroom Technology Tour - Hubbs Center, Minnesota

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HyFlex Classroom Technology Tour - Hubbs Center, Minnesota

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HyFlex Classroom Technology Tour - Hubbs Center, St. Paul, Minnesota

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Newsome Associaates

Dr. David J. Rosen is the president of Newsome Associates in Jamaica Plain, Massachusetts. Recently he has provided consulting, advising and professional development services to: the Illinois Digital Learning Lab; ProLiteracy International; Friends of Liberia's Family Literacy Initiative; Georgia State University's Center for the Study of Adult Literacy; the University of Memphis; and OTAN, in California. For decades, a major theme of his work has been engaging ways to integrate technology in adult foundational education, online and in-person, including for Adult Basic Education, Adult Secondary Education, and English for Speakers of Other Languages. He is the author and editor of the Adult Literacy Education Journal's "Technology Solutions for Adult Foundational Education Challenges" column, the author of the Adult Literacy Education blog at davidjrosen.wordpress.com, the co-author of two online guides on blended learning for adult basic skills education, Blended Learning for the Adult Education Classroom and The What, Why Who and How of Blended Learning for Adult Basic Skills Learners . He can be reached at djrosen123@gmail.com

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Guide for Design and Implementation of Hybrid-Flexible (HyFlex) Models in Adult Education

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Newsome Associaates Dr. David J. Rosen is the president of Newsome Associates in Jamaica Plain, Massachusetts. Recently he has provided consulting, advising and professional development services to: the Illinois Digital Learning Lab; ProLiteracy International; Friends of Liberia's Family Literacy Initiative; Georgia State University's Center for the Study of Adult Literacy; the University of Memphis; and OTAN, in California.

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Technologies to Implement HyFlex Courses

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AZ Tips for Adding Engagement to a HyFlex Class

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AZ Tips for Adding Engagement to a HyFlex Class

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Adding Engagement to the HyFlex Classroom

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OWL Camera used by Alisa - Video created by OTAN

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OWL Camera used by Alisa - Video created by OTAN

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OTAN (Outreach and Technical Assistance Network)

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OTAN Tech Talk - Simultaneous Instruction Using the HyFlex Model

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CASAS HyFlex Promising Practices video and data

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CASAS HyFlex Promising Practices video and data

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CASAS Promising Practice Presentation: HyFlex Instruction at Merced Adult School

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HyFlex Teaching Strategies for All 3 Modes (scroll down to bottom of the page)

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HyFlex Teaching Strategies for All 3 Modes (scroll down to bottom of the page)

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Unit 3: Learning Activities for HyFlex Courses – HyFlex Course Design and Teaching Strategies

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Choosing learning activities for a HyFlex course might feel like a daunting task because you need to consider the needs of all participatory modes. You might be concerned about how to plan for activities when the proportion of students attending in any one modality may shift from week to week. You m…

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HyFlex Video Series - 5 videos that show technology and teaching in a HyFlex adult education class

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HyFlex Video Series - 5 videos that show technology and teaching in a HyFlex adult education class

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Share your videos with friends, family, and the world

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https://www.crowdedlearning.org/

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Expanding equitable access to open education CrowdED Learning, an initiative of World Education, is working to build a sustainable, equitable open education ecosystem that increases access to quality education and lifelong learning for all.

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Digital Skills Library • Digital Skills Library

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Since March 2020, we have seen widespread adoption of technology by adult educators. Throughout this process, we have seen a gradual shift from "emergency response teaching" - throwing whatever tech tool or platform we could at learners in an effort to keep learning going - to the realization that in order for edtech to be effective and sustainable, there must be strategic rationale behind edtech use.

To support this more strategic approach to edtech integration, as well as recognition of the need to be developing the digital skills of both learners and instructors, the EdTech Center (ETC) is excited to "soft launch" the EdTech Integration Strategy Toolkit. The Toolkit - currently in mobile-app format only - draws inspiration, content, and expertise from a variety of recent and ongoing ETC projects; these include the mLearning initiative (which has been supported in part through finding from the Barbara Bush Foundation's Adult Literacy XPRIZE Communities Competition ), the CrowdED Learning Initiative (funded by the WES Mariam Assefa Fund ), the monthly Distance Education Strategy Sessions , and the Spring 2021 EdTech Maker Space Digital Skills Library project .

The EdTech Integration Strategy Toolkit is a resource to help educators explore sustainable edtech - general, repeatable edtech activities that can be leveraged regularly regardless of context or content and provide predictable experiences for learners- and understand the underlying evidence-based strategies behind their use. It also provides guidance on how to develop learners' digital literacy when implementing these routines by providing sample questions teachers can ask that support direct instruction of digital skills. These questions are designed to help make connections between the tasks learners perform by way of the routine to the underlying digital skills being developed.

To do this, the Toolkit is organized so educators can explore by three points of entry:

BY ROUTINE: This tab allows educators to explore different edtech routines, organized into 5 categories based on what learners are doing within the routine:

Engage & Question (e.g. exploring, connecting prior knowledge, forming inquiries)

Build knowledge (e.g., researching, gathering and analyzing data)

Process & Practice (e.g. mapping, visualizing, trying, questioning, wondering)

Respond & Create (e.g. reporting, demonstrating, presenting)

Assess & Reflect (e.g., defining criteria, monitoring, self-assessing, evaluating progress, reflecting)

BY EDTECH TOOL: This tab allows you to explore various edtech tools, categorized into how they are used, and see if there are currently routines within the toolkit that leverage that tool. (Note: This is the least "complete" of the sections and is something for which we will be actively working to crowdsource content from practitioners in the coming year.)

BY SKILL: This tab allows you to explore based on skills as defined by the Seattle Digital Equity Initiative's Digital Skills Framework . Each skill includes learning resources you can use with your learners to help develop that skill, as well as "I can" statements that help establish relevance with learners.

The routines are based on work the EdTech Center's CrowdED Learning initiative completed in November 2020 developing a curriculum-specific Technology Integration Toolkit as part of an update to Women Employed's Career Foundation curriculum. They also draw from submissions included in EdTech Center's mLearning Resource Hub as well as strategies shared during ETCs monthly Distance Education Strategy Sessions. There will be ongoing additions to the toolkit developed by instructors who complete the IDEAL 103 Building an EdTech Strategy Toolkit (BEST) course .

Each routine includes activity details - the , the , and the of implementing the routine with your learners. Included in the are relevant evidence-based strategies described in the linked Digital Promise's Adult Learner Variability Navigator site. ( See this March 2021 lightning talk from Digital Promise's Medha Tare and Sarah Caciccio to learn more about the Navigator.)

Some routines also include "View" and/or "Copy" links that allow you to see and make a copy of a template you can use to implement the routine with learners, such as this progress monitoring tool built in Google Sheets , which is used for the routine shown in the image.

At the bottom of each routine are details regarding the connected digital skills. This section provides context for explaining the digital skills learners develop as they engage in the routine, including direct questioning prompts you can use to invite discussion around the underlying digital skills.

The "Skills" section/library is currently the most robust of the three sections, and it builds off of the work of our Spring 2021 EdTech Maker Space project, in which nearly 60 educators aligned over 1,200 activities to the 75 skills of the Seattle Digital Equity Initiative's (SDEI) Digital Skill Framework .

The activities within the library draw from GCFLearnFree.org (Goodwill Community Foundation), DigitalLearn.org (Public Library Association), Learn My Way (Good Things Foundation), and Basic Computer Skills MOOC (WISC-Online). Between now and our "official" launch November 12, we will also be adding in projects from Google Applied Digital Skills .

Within the skills library, you can navigate to a specific skill and see which activities align. For each activity, details are provided such as learning modality, source, and mobile-friendliness. You can launch each resource from the app, or copy the URL of a resource so you can share with learners by text, email, or other mode of communication.

Over time, we intend to have a student-facing version of the Digital Skills Library. It will also be integrated into our Spring 2022 update of SkillBlox .

At the moment, you will notice some inconsistencies within the app. That's because this app is a work in progress....and we need your input to make sure we build off of this starting point in ways that make it as useful as possible to adult educators.

Because of this, you will notice that all screens within the app have a "provide feedback" button. This button will launch a form that you can use to provide feedback on anything: ideas for improvement, missing/erroneous links, suggestions for skill alignment updates, etc. Over the course of the next month, you will see lots of changes in real-time...including new activities, updated navigation, and updated images and icons.

Once we've incorporated your feedback, there will be plenty of opportunities to help us add to the toolkit. These include future EdTech Maker Space projects starting in early 2022 as part of our Digital Resilience for the American Workforce (DRAW) initiative , co-creation events, open calls for activity submissions, and more!

The Toolkit app was developed using Glide Apps, the same free, no-code app building tool we have used to develop our Marshall Leveled Reading Program and the Video Math Prep for the GED apps. Because it is a browser-based app, you first will open it within a browser and then need to add the site to your homescreen. Note: You can use the app both on your computer and your phone.

Follow these steps to add the app to your mobile device:

1. Go to https://etctechtoolkit.glideapp.io/ on your mobile device.

2. Once loaded on your device's browser, you will be prompted to add the app to your homescreen. This process is different whether you are on an iOS or Android divide, so Glide offers this nifty video to walk you through the process .

3. Once you've added it to your homescreen, it will appear as an icon just like any other app. All you have to do is tap to launch!

Watch an overview of what's in the toolkit and how to use it, as well as a summary of practitioner feedback we've gathered in the lightning talk below.

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Digital Skill-building by Design: The EdTech Integration Strategy Toolkit - EdTech Center @ World Education

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Since March 2020, we have seen widespread adoption of technology by adult educators. Throughout this process, we have seen a gradual shift from "emergency response teaching" - throwing whatever tech tool or platform we could at learners in an effort to keep learning going - to the realization that in order for edtech to be...

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EdTech Strategy Sessions - Webinars to give you ideas for using education technology and building your learners digital skills

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EdTech Strategy Sessions - Webinars to give you ideas for using education technology and building your learners digital skills

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Every month, our virtual strategy sessions convene two lightning talk speakers to share innovative edtech and digital equity strategies.

Join our bi-weekly mailing list to get regular updates about the speakers and topics for each session, along with other resources and news.

Access and share recorded lightning talks from nearly 100 EdTech Strategy Sessions in our YouTube playlist.

Explore Past EdTech Strategy Sessions

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EdTech Strategy Sessions - EdTech Center @ World Education

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Since March 2020, the EdTech Center has hosted EdTech Strategy Sessions on a weekly to monthly basis. The virtual strategy sessions convene leaders, practitioners, educators and more to share and discuss your distance learning questions.

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By Amy Poland

Little did Maine's adult educators know that when they left their classrooms on Friday, March 13, 2020, they would not return for months and for some, more than a year. But that did not stop them from continuing to support their learners as most adult education providers continued to offer emergency remote instruction. From my front row seat as state Professional Development Coordinator, I saw teachers adapt to new modes of teaching that stretched their digital literacy and teaching skills. They navigated new technologies that worked (or not), set up temporary classroom spaces in their homes, adapted face-to-face lessons to be done remotely, made videos, and found creative ways to keep their learners engaged and progressing towards their goals.

During our ongoing office hours, adult educators shared ideas and problem solved issues around their remote instruction, but a common thread to all discussions was educators asking, "Am I doing this right?" While they were comfortable with what effective teaching and learning looked like within a face-to-face classroom, it was murky when it came to a remote classroom - for the teachers and for me, as their support provider.

At the 2020 IDEAL Consortium Summer Institute, a group of colleagues, other professional development (PD) and distance education leaders from member states, discussed the idea of establishing criteria or standards for remote instruction. How could we identify the teacher and student moves that led to effective remote instruction? How did it look different than the in-person classroom? The conversation stuck with me as our state team looked for ways to: 1) best support the field by strengthening their remote teaching and 2) help administrators to know how to evaluate that teaching.

At the same time, our professional development advisory group was working on establishing distance education PD pathways for adult education staff and identifying the key digital literacy skills needed by teaching staff. In our research, we found many resources around asynchronous online teaching and for learners, but little existed to give feedback to teachers on their remote instruction. We worked together with IDEAL Consortium member Destiny Simpson to develop the tool we needed.
A tool for self-assessment, professional development and program improvement
It was important to us that we create a tool for self-assessment, professional development, and program improvement purposes. Since Maine is a local control state, we cannot mandate specific evaluation models, but we can offer resources for adult education staff to use. Therefore, we wanted the resource to be educative - not just about evaluation.

The field is familiar with two resources that guide our teaching: the LINCS Adult Education Teacher Competencies and the observation tools from our implementation of College and Career Readiness Standards for Adult Education (CCRS) , which highlights the key indicators of effective implementation of the CCRS and outlines specific teacher and students moves to demonstrate standards-aligned instruction. We wanted the remote instruction tool to serve the same purposes as the adult education teacher competencies and CCRS observation tool and to follow a similar format and process. The resulting tool fits with our previous work perfectly, identifying clear criteria in four domains and using specific statements to describe what teachers and learners will be doing.

Lesson Planning and Delivery | How does the teacher communicate the lesson goals? How do the instructional strategies encourage rigorous and engaging learning opportunities?

Assessing Understanding and Adjusting Instruction Accordingly | How does the teacher use multiple measures to assess learning? How do they adjust instruction based on learner understanding?

Communication | How does the teacher communicate with learners to build a positive learning environment?

Use of Technology and Support to Learners | How is technology used to support learning? How does the teacher support learners with their technology use?

The evaluation tool provides detailed "look fors" within each of the four domains. The example below details the look fors for the domain Assessing Understanding and Adjusting Instruction Accordingly .

This fall, we will share the remote observation tool with the field through informational webinars and establish a process for following up with those who are using the tool for their feedback and learnings. Our hope is to collect data on how programs modify or customize the tool based on their specific remote teaching contexts and to learn more about the areas where we might need to offer additional professional development. For those educators interested in exploring the tool more comprehensively, we are developing a blended learning training where participants will discuss the tool in more depth and have the opportunity to practice using and analyzing the tool.

Although many programs are now able to offer in-person learning, most are still offering some blended and distance learning, including remotely. We hope this tool will be helpful moving forward in ensuring that all adult education instruction is engaging and effective no matter where the class is held. You can access the remote observation tool and a guide to help you make use of it here:

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Remote Instruction Observation Tool - EdTech Center @ World Education

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By Amy Poland Little did Maine's adult educators know that when they left their classrooms on Friday, March 13, 2020, they would not return for months and for some, more than a year. But that did not stop them from continuing to support their learners as most adult education providers continued to offer emergency remote...

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Distance Education Program Development Checklist

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Distance Education Program Development Checklist

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Distance Ed Program Development Checklist

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IDEAL Distance Education and Blended Learning Handbook, 8th Edition

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IDEAL Distance Education and Blended Learning Handbook, 8th Edition

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Abstract

The 8th Edition of the IDEAL Distance Education and Blended Learning Handbook provides guidance on setting up distance education, blended learning, and hyflex courses in adult education programs. The organization of the Handbook chapters reflects important programmatic considerations, including: recruitment, screening, orientation, instruction, and assessment. The guidance provided and reflection required in each chapter support the development of practical plans for distance and blended education implementation. The end goal for readers of the Handbook is crafting a distance or blended education program planning document. This edition builds on lessons learned from innovations developed in response to COVID-19 school closures, adds information about hyflex course creation and implementation, and includes insights about attending to equity in distance education programming.
The 8th Edition of the IDEAL Distance Education and Blended Learning Handbook provides guidance on setting up distance education, blended learning, and hyflex courses in adult education programs. The organization of the Handbook chapters reflects important programmatic considerations, including: recruitment, screening, orientation, instruction, and assessment. The guidance provided and reflection required in each chapter support the development of practical plans for distance and blended education implementation. The end goal for readers of the Handbook is crafting a distance or blended education program planning document. This edition builds on lessons learned from innovations developed in response to COVID-19 school closures, adds information about hyflex course creation and implementation, and includes insights about attending to equity in distance education programming.
EdTech Books

CC BY-NC-SA: This work is released under a CC BY-NC-SA license, which means that you are free to do with it as you please as long as you (1) properly attribute it, (2) do not use it for commercial gain, and (3) share any subsequent works under the same or a similar license.

The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

URL: https://edtechbooks.org/ideal_dl_handbook

, , , & (2022). IDEAL Distance Education and Blended Learning Handbook, 8th Edition. EdTech Books. https://edtechbooks.org/ideal_dl_handbook

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IDEAL Distance Education and Blended Learning Handbook, 8th Edition

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The 8th Edition of the IDEAL Distance Education and Blended Learning Handbook provides guidance on setting up distance education, blended learning, and hyflex courses in adult education programs. The organization of the Handbook chapters reflects important programmatic considerations, including: recruitment, screening, orientation, instruction, and assessment.

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Technologies to Implement HyFlex Courses - Lightning Talk

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Technologies to Implement HyFlex Courses - Lightning Talk

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Technologies to Implement HyFlex Courses

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Strategies for Supporting Learner Engagement Lightning Talk

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Strategies for Supporting Learner Engagement Lightning Talk

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Strategies for Supporting Learner Engagement