How will the University adjust to teaching in the coming months and years? Assuming that there will be further disruption and delays for different groups of students returning to campus, different options are available to repackage courses and student support, from radically changing curricula to accommodate reduce contact, to redeveloping entirely online courses. An alternative approach, the hyflex model, is already being used in Universities across the world and was designed specifically to provide high quality, collaborative teaching and learning opportunities for mixed cohorts of on-campus and off-campus learners who have differing degrees of commitment to their studies, work, and families. This session will consider the impact of the coming months on University teaching and outline how the hyflex model has been adopted elsewhere. A talk given at the University of Warwick TEALFest conference, May 2020

1. The smarter video platform
for education.
Post-lockdown course provision
planning with hyflex teaching and
learning
Dr John Couperthwaite
Education Consultant, Echo360 EMEA

2. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

3. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

4. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

5. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba
“The affordances of current technology
are astonishing: in the pandemic they
can save lives; in higher education they
can support at-risk students and they
can save educators from much
drudgery allowing them to focus on
what humans are really good at –
teaching.

6. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

7. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

8. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

9. Searching for the ‘new normal’…
Image by Gerd Altmann from Pixaba

12. What does this mean to the University?
What do you need to do differently?
How quickly can you adjust?
What do you need to make this happen?

13. University of Auckland Bournville

14. Q. What have we
learnt from the
‘emergency pivot’?
Some observations…
• Virtual meetings work (well, sort of)
• Most academic staff adapted very quickly
• Online systems are resilient
• We cant assume all students can study effectively
• Online examinations are more difficult to deliver
• Online support for all students is difficult
• Most students prefer to be on-campus
• Remote teaching is not online learning
Image by tookapic from Pixabay

15. How do we prepare for the next stages?
Teach as normal
Delay course start dates
Change curricula
Change delivery
Image by Free-Photos from Pixabay
- Potentially lose all international students;
- Be vulnerable to any further lockdowns
- Create split teaching groups for Sept/Jan starters?
- Delay all courses and modify curricula to accommodate
- Introduce split, more targeted, or staggered curricula;
- Add extra burden to already overworked academic and professional teams;
- Rework existing courses for blended delivery, or entirely remote course provision;
- How to accommodate labs, practicals and placements, and support all students?

16. Photo by Jordan Madrid on Unsplas
Campus-wide capture: 400 rooms (University of Edinburgh)
Opt-out policies for capture (University of Sheffield)
Institutional moves to ‘active blended learning’ (University of Northampton)
‘Intelligent campus’ initiative to monitor learner analytics (JISC)
>95% personal device ownership (ECAR, 2017)
How technology is transforming education
Creation of ‘hyflex’ courses to support all learners (KCL)

17. Universal Designs for LearningCoalescent Spaces
Active Blended LearningBYOD/SocialMedia

18. Inclusive Teaching
• Make some materials available in
advance;
• Make your slides accessible;
• Use closed captions and
transcripts;
• Plan to vary your delivery;
• Record your sessions;
• Encourage participation;
• Allow time for questions;
https://inclusiveteaching.leeds.ac.uk/

19. About the hyflex model
HyFlex course design enables a flexible participation policy for students
whereby students may choose to attend face-to-face synchronous class
sessions or complete course learning activities online without physically
attending class
Hybrid:
Combines both online
and face-to-face teaching
and learning activities.
Flexible:
Students may choose
whether or not to attend
face-to-face sessions with
no “learning deficit.”

20. During Class After Class
How does hyflex work? (1)
Discussion Collaboration Polling Video playback Discussion Collaboration Polling
On-campus or
remote learners
Remote learners
On-campus
teaching + on-
campus learners
Class
recording

21. Pre-Class
How does hyflex work? (2)
Video playback Discussion Collaboration Polling
On-campus /
remote learners
During Class
Discussion Collaboration Polling
On-campus /
remote learners
On-campus teaching + on-campus learnersClass recording / trigger activity

22. Image by David Mark from Pixabay
Q. Can you think of any
examples of how this
model is currently being
used at the University?

23. What is the impact of hyflex on learning outcomes?
Image by Arek Socha from Pixabay

24. What is the impact of hyflex on learning outcomes?
Image by Arek Socha from Pixabay

25. What is the impact of hyflex on learning outcomes?
Image by Arek Socha from Pixabay

26. What is the impact of hyflex on learning outcomes?
• 300 students enrolled on Anatomy
and Cell Biology course (Western
University, Ontario);
• 200 attended lectures, ~75 accessed
the live-stream;
• Student performance / outcomes
were statistically the same whether
students took their course online or in
a face-to-face class.
• Past academic performance, not the
course delivery method was a better
predictor of student performance
Image by Arek Socha from Pixabay

27. Is the hyflex model the answer?
Pro’s
• Students have the option to attend both
synchronous or asynchronous versions of the
class;
• Off-campus students can maintain access to
their course and peers;
• It encourages universal learning designs;
• Changes to curriculum and teaching delivery are
small;
• It encourages collaboration and active learning
Con’s
• Staff can feel overwhelmed to be delivering to
multiple student groups;
• Synchronising communications and personal
support to off-campus learners can be difficult;
• Greater use of active learning requires extra
preparation and facilitation time;
• On-campus learners may not welcome the greater
disruption to their classes; off-campus learners
may feel disadvantaged
• Some institutions may not have suitable
technology and bandwidth to offer hyflex on all
courses.

28. The smarter video platform
for education.
Post-lockdown course provision
planning with hyflex teaching and
learning
Dr John Couperthwaite, Education Consultant, Echo360 EMEA
Thanks for joining this session
Any questions…?

29. Further reading
• https://philonedtech.com/traversing-the-edge-of-chaos-phase-1-and-2-preparations-for-post-covid-19-
world/
• https://www.universityworldnews.com/post.php?story=20200428154746989
• https://www.insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios
• https://library.educause.edu/-/media/files/library/2010/11/eli7066-pdf.pdf
• https://www.insidehighered.com/digital-learning/article/2018/01/24/blendflex-lets-students-toggle-
between-online-or-face-face
• https://www.slideshare.net/mariamabdelmalak58/hy-flex
• https://howsheilaseesit.net/learning-design/the-participation-pivot/
• http://blogs.onlineeducation.touro.edu/what-is-a-hyflex-course/
• https://echo360.com/increasing-enrollment/