FACULTY INSTRUCTIONAL INNOVATION STUDIO

Agenda

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Zoom Link: https://ucrengage.zoom.us/j/9518273555

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9:00 AM - 12:00 PM

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Peer-to-Peer Case Study | Speaker information

• In-person: Peter Sadler, Geoscience, UCR

• Recorded: Liz Przybylski, Ethnomusicology, UCR

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Discussion Topics

• Connected

• Cooperative/Collaborative

• Creative

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Hands-on Bb & Google Apps

•  Peer Review

• Groups

• Rubrics

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1:00 PM - 2:00 PM

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Hyflex Course ReDesign Model Presentation | Panelist information

• Brian Beatty, Assoc. Vice President, Academic Affairs Operations, SFSU

• Kenji Ikemoto, Instructional Designer, Academic Technology, SFSU

 

Abstract: HyFlex (hybrid + flexibility) course design provides a hybrid format for face-to-face and online students and adds a flexible participation policy for students. Students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without attending class in person.

 

In a HyFlex course, the instructor provides instructional structure, content, and activities to meet the needs of students participating both in class and online. These are not necessarily completely separated sets of activities, and are typically not the same activities for both types of student participation, but must be equivalent sets of activities selected so that student learning can be effective in either participation format.

 

No matter which participation format is chosen, teaching and learning activities should:

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• Be presented effectively (and professionally)

• Engage learners with generative learning activities

• Use authentic assessment to evaluate student learning

 

The decision to adopt a HyFlex course design should consider the same factors used to decide whether or not to create a fully online course, observing these principles:

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• Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically)

• Equivalency: Provide equivalent learning activities in all participation modes

• Reusability: Utilize artifacts from learning activities in each participation mode as “learning objects’ for all students

• Accessibility: Equip students with technology skills and access to all participation modes

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Panel Resources:

• Practical Applications and Experience in K-20 Blended Learning Environments

• Hybrid Flexible Course and Program Design: Models for Student-Directed Hybrids

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