1 of 16

https://pixabay.com/images/id-908591/

HyFlex First-Aid

Toolkit

2 of 16

Objective:

  • brainstorm solutions for challenges related to accessibility and inclusion in HyFlex.

This Photo by Unknown author is licensed under CC BY

3 of 16

Breakout Groups: ​

Google Slides Explanation and Guiding Questions​

This Photo by Unknown author is licensed under CC BY-NC-ND.

4 of 16

  • Choice​
  • Equivalency​
  • Reusability​
  • Accessibility

This Photo by Unknown author is licensed under CC BY-SA.​

5 of 16

Choice

"Provide meaningful alternative participation modes and enable students to choose between participation modes daily, weekly, or topically".

Choice

6 of 16

This Photo by Unknown author is licensed under CC BY-NC.​

  • "Provide learning activities in all participation modes which lead to equivalent learning outcomes."(Brian Beatty, 2019) ​

​

  • = doesn't have to be same

Equivalency

7 of 16

Reusability

"Utilize artifacts from learning activities in each participation mode as “learning objects’ for all students".

This Photo by Unknown Author is licensed under CC BY-SA-NC

8 of 16

  • "Equip students with technology skills and equitable access to all participation modes" (Brian Beatty, 2019)​
  • The Basics​
  • Shared responsibility​
  • "Don’t accommodate by accommodation letters but rather by design"(Brian Beatty, 2020)

This Photo by Unknown author is licensed under CC BY-ND.​

9 of 16

Breakout Room 1

Challenges/Barriers

Solutions

Worry about HyFlex that there will be few students in the classroom. How do you make the experience good for everyone else?

Need a classroom setup with technology that allows for faculty to move around and engage with the in-person learners

Try something new each time you teach the course to learn if it works.

10 of 16

Breakout Room 2

Challenges/Barriers

Solutions

Different (too many) technology tools, approaches for presenting content, levels of understanding of accessibility standards.

Set basic accessibility norms/standards

Small classes (number of students)

Amount of components that need to be prepared, managed, maintained (logistics).

Change management (challenge of taking on something new / learning a new approach)

​

11 of 16

Breakout Room 3

Challenges/Barriers

Solutions

Access - Technical issues, multiple layers of tech to ensure work (audio, visual, room infrastructure), sign ins, LMS navigation,

Needs make up lessons/sessions; Always have a backup plan, and be clear about the expectations when that happens (wait 15 minutes), and be ready to adapt. Design first the online synchronous session, and build off of that.

Accessibility of the activities and resources, the ease of use of some course materials, ease of participation in the activities, cueing and transitions.

HyFlex can’t be shoehorned into a course, the activities have to be purposefully designed with this mode/audience in mind, and to garner attention and hold it.

Time - time zones, students attempting to multi task, active listening might be challenging, attention is at a premium.

12 of 16

Breakout Room 4

Challenges/Barriers

Solutions

Lack of required/proper technology

  • Recording requires correct captioning.
  • Extra time for students to seek further assistance.
  • Provide alternate formats and additional resources
  • Additional tech equipment to support learning
  • Being prepared with appropriate technology

How to ensure that async students can feel included and have equal opportunity to engage with content delivered.

-support piece - extra people to help with the tech and curriculum

Virtual office hours

How do required supports (i.e. need for an interpreter) translate into hybrid?

13 of 16

Want to connect!?

lara.mcinnis@senecacollege.ca

gina.catenazzo@senecacollege.ca

Sherri.Parkins@senecacollege.ca

​

14 of 16

Creating Accessible Content

​

​

​

15 of 16

References

  • Beatty, B. J. (2019). Values and Principles of Hybrid-Flexible Course Design. In B. J. Beatty, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. Retrieved from https://edtechbooks.org/hyflex/hyflex_values​�
  • Lillian, N. “HyFlex Course Design Model with Brian Beatty” Think UDL, with the Creator of the Hybrid-Flexible or Hy-Flex course design model, Dr. Brian Beatty. Episode 37, June 2020, https://thinkudl.org/episodes/hyflex-course-design-model-with-brian-beatty

​

16 of 16

Resources

Barclay, A.; Ceccolini, K.; Clarke,K.; Domonchuk,N.; Shapiro, S.; Singh,J.; Young,M.; Hayman,J; Beer,J.; Arseneau, HyFlex Course Design and Teaching Strategies – Simple Book Publishing (pressbooks.pub) CC BY-NC-SA 4.0​�

HyFlex Learning Community​. (2022). Building the HyFlex Future Together.

​

Lillian, N. (2020). “HyFlex Course Design Model with Brian Beatty” Think UDL, with the Creator of the Hybrid-Flexible or Hy-Flex course design model, Dr. Brian Beatty. Episode 37.

​

Dyer, K (2021) 75 Digital Tools And Apps Teachers Can Use To Support Formative Assessment In The Classroom

​

Flexible Course Delivery Teaching and Learning Centre, Seneca College

�

​

​

​