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What items should appear on a Hybrid / HyFlex / Dual Mode checklist to refer to before, during and after your hybrid teaching sessions

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What items should appear on a Hybrid / HyFlex / Dual Mode checklist to refer to before, during and after your hybrid teaching sessions

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We're looking for suggestions for ways of embedding active, interactive activities into hybrid / HyFlex and Dual Mode sessions

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We're looking for suggestions for ways of embedding active, interactive activities into hybrid / HyFlex and Dual Mode sessions

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What ideas, tips and techniques can we share for dealing with questions from both the in-person and online students - during and between hybrid sessions

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What ideas, tips and techniques can we share for dealing with questions from both the in-person and online students - during and between hybrid sessions

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When Hybrid / HyFlex / Dual Mode teaching and supporting Learning, what type of support has been most useful and why?

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When Hybrid / HyFlex / Dual Mode teaching and supporting Learning, what type of support has been most useful and why?

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Educational development, learning design, or someone to talk things through.

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Learning Pearl: Hybrid Teaching Checklist

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Learning Pearl: Hybrid Teaching Checklist

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Learning Pearl: Supporting Active Learning in Hybrid Teaching 

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Learning Pearl: Supporting Active Learning in Hybrid Teaching 

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Learning Pearl: Managing Hybrid Teaching 

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Learning Pearl: Managing Hybrid Teaching 

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Digital Familiarisation of Hybrid Teaching Rooms

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Digital Familiarisation of Hybrid Teaching Rooms

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View the interactive video by LES HEFI Digital

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What guidance is required for cases where you have someone to help you run the hybrid teaching sessions e.g. a PGTA,  colleague or student(s)?

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What guidance is required for cases where you have someone to help you run the hybrid teaching sessions e.g. a PGTA,  colleague or student(s)?

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What things need to be considered when planning for your first hybrid session with students

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What things need to be considered when planning for your first hybrid session with students

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3 questions to refer to before, during and after your hybrid teaching sessions

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3 questions to refer to before, during and after your hybrid teaching sessions

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- Support for staff and students
- Terminology and language
- Pedagogy
- Technology

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Calling it 'Basic Hybrid' as one way of managing expectations as much as anything.
Online guidance/ recommendations plus rolling 1 hour workshops running in 'basic hybrid' mode. 300+ rooms equipped with mic, cam and then use of Teams or Zoom plus lecture capture

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we have assembled these: https://reflect.ucl.ac.uk/mcarena/2021/09/09/basic-hybrid-teaching-recommendations/ and I jotted some reflections on trials today in Twitter: https://twitter.com/mart_compton/status/1437477018342408199?s=20

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Collected and synthesised from thoughts and experiences of colleagues from the Arena Centre and Digital Education teams at UCL. It's important to note that we have assembled them ahead of the new systems and set ups being widely used so please expect updates and additions. We are supporting approaches to simultaneous in-person and online teaching because we know that some programmes will have significant numbers of students who are unable to attend taught sessions on campus. As an instituion we have veered away from using the term 'hyflex' and opted for 'basic hybrid' to reflect the limitations of what is ultimately a compromise and compensatory approach in a time of ongoing challenge and crisis. Where possible we hope colleagues will be able to use alternaitve approaches.

Please note that the following relate primarily to basic hybrid that uses Zoom or . Where Lecturecast Live is used to stream sessions there will be a lag and consequently very limited scope for interaction with those who are remote.
Pre-session: Most important: Ensure the decision to use a 'basic hybrid' is likely to be the most appropriate one and that other options have been explored / discussed

Familiarise yourself with the log in and technical guidance and attend a workshop if possible

Trial log-in in room that will be used if possible; if not, any equivalent room (not all rooms have the same configuration)

Try sharing screen and organising the screen in different ways- remind yourself what happens to your view of participants (in either Teams of Zoom) when you share slides or other content.

If possible, too, imagine yourself teaching in that space and think about where you will stand, where the mics are and what the implications are of movement

Discuss availability with your department for PGTA/academic co-pilots (this should be a formal arrangement). Alternatively, look at building this role into the student experience, agree pre-session the responsibilities and protocols. Asking for a volunteer 'chat champion' from the in-person group is better than no support!

Recognise that any kind of hybrid is likely to slow the pace of the session so plan accordingly

Plan to keep it as simple as possible, at least the first couple of times

Plan opportunities for thinking/ processing time and (valid and useful) questions for students to respond to (via chat or via Mentimeter, for example)

Important: be consistent with and share the joining instructions (Moodle recommended) and include a comment about what to expect - remind them that we are doing our best to support all students in challenging circumstances and even with the huge upgrading we have done our 'basic hybrid' approach is something we need to work together on to get the most from.

Remember: New students may also need some of the prompts about how to use Zoom/ Teams and even 2nd year undergraduates attending in-person may need support/ reminders about 'ways of being' in physical spaces

Wear clothes with pockets for the base unit for mobile mics where available

In session:

Use 'share' function to share slides but, before doing so, consider opportunity for in-person students to see their colleagues on main screen.

Use 'spotlight' function in Zoom or Teams to focus on your camera if using ceiling mounted camera (otherwise you are very small on remote participant screens)

Remind all attendees that whilst circumstances may not be ideal, we value their contributions via chat, from the floor or via polling tools such as Mentimeter. The main thing to remember is one voice at a time unless in breakout discussions.

Value both groups equally - make a point of acknowledging online participants and their contributions

Ask students to mute mics if joining online and if anyone in-person is also connecting to the Zoom/ Teams space they will need to mute both Mic and speakers

When online participants speak on mic it is prudent to mute the lecturn mic to avoid echo for online participants

If taking contributions from the floor and you have a mobile mic then moving towards the speak helps remote particopants(but removes you from camera view

Whole group (verbal) discussion is very challenging in this context and may be dependent on mics, bandwidth of participants and other factors. It will likely slow things down and feel awkward - find other ways to give all students opportunities to contribute.

Consider using an ongoing backchannel to connect in-person and online students (Teams does this but Zoom chat ends when meeting ends)

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Collected and synthesised from thoughts and experiences of colleagues from the Arena Centre and Digital Education teams at UCL. It's important to note that we have assembled them ahead of the new systems and set ups being widely used so please expect updates and additions.

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Calling them co-pilots and STRONGLY recommending them even though many won't be the sort of co-pilot that could actually land the plane. Guidance being worked on

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crowd sourcing ideas in sessions - will try to share later but collab docs and embedding voting software leading the advice currently

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in person can hear online but not always true other way round - factor that in!

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Exaclty this- talking about the waht and why and protocols- you can;t really formulate these though until you have expereicned it so keep it very simple first time round

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Active learning will always be about developing experiences for students first and then thinking about tools, software is there to assist if needed. There are some tools (Mentimeter, sli.do) that are quick fixes, but still will require further lecture design.

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Early weeks are when you build a culture. Be upfront, get students excited and make student life easier (at understanding what they're supposed to do).

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This item appears to be overlooked in the work load models. Intensification in any other name. If all other support is missing engage 2 students to work with you to monitor the chat, interaction and the WhatsApp back channel student chat.

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Check out this kit... once the set up has been conquered it is a great tool. https://store.bist.co.uk/owl-labs-meeting-owl-pro-video-conferencing-system-group-video-conferencing-system-mtw200-2000
You will still need to design and deliver your sessions but it holds promise for teaching team and students alike.

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Owl Labs Meeting Owl Pro video conferencing system Group video conferencing system

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REMOTE MEETINGS SO REAL YOU'LL PINCH YOURSELF

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Padlets like this have been very successful for interaction

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Padlets like this have been very successful for interaction

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1. Do you fully understand what hyflex is?
2. Have you looked at research and practices associated with hyflex? (not from IT vendors please)
3. Have you tried it yourself?
4. Have you assessed the costs, including ongoing support for teaching practice?
5. Have you reviewed teaching practices that work (or don't)?
6. Have you assessed learner benefit? (for example: is hyflex really "inclusive"?)
7. Have you reviewed student feedback?
8. Have you reviewed practitioner feedback?
9. Is hyflex about the same/better/worse than teaching each group separately in a synchronous environment (f2f and remote)? How do you know?
10. In the light of all the above, is hyflex a good option in your context?

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It contains 10 items to consider.

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Good teaching requires good planning. Failing to plan is planning to fail. It's surprising how many HE practitioners don't know what a lesson plan is or how it can help them.

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Hyflex in active teaching is stressful and diverting, and stressed, diverted teachers can't teach as well. Institutional policy makers who have never tried this themselves shouldn't hesitate to fund teaching assistants, especially at first. Simply, they allow teachers to teach - and teach every student. Anything else is skimping - and this would be a very bad look given how much (some) places are spending on the tech for hyflex

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Get really confident with the tech as it enables your pedagogy & strategies

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Get really confident with the tech as it enables your pedagogy & strategies

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Practice everything you want to do in advance, ideally with colleagues who also need to practice

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Anticipatory adjustments and contingencies

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Think through whether / how campus students should join the online meeting

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Think through whether / how campus students should join the online meeting

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It helps bringing the two cohorts together, but depending on your setup you may need to remind campus students to disable mics and sound

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Imo mixing online and campus students in breakout groups doesn't work as well as keeping them separate. The lightning quick communication in person is a major benefit - I see no point in effectively turning everyone into an online student

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In-Persons and Online (Zoom) learners being taught in real time / synchronously

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I'd want anyone who is establishing hyflex policy to have experienced it themselves so they can make informed judgements about resourcing it

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Repeat all questions regardless of if it’s asked online or in the classroom. And be conscious in discussions that there will be a lag for online so it’s very easy to end up prioritising those sitting in front of you

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Set some clear rules of engagement for students: how will you be taking questions? Will there be mixed on line and in person groups?

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Why are you normalising this mode of teaching?

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Why is this promoted as inevitable? It’s a compromise mishmash

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Why aren't you leading the call against Hy-whatever teaching