Exceptions ARE the Rule: Defining Learner Types for HyFlex Design Adaptations
The pandemic has required educators to adapt their pedagogies, methodologies, and learning environments suddenly and gradually. We have learned that a ‘One Size Fits All’ approach often yields ‘One Size Fits None’ realities. The on-going challenge is to design simultaneously for in-person, online, synchronous, and asynchronous learners to provide flexibility for all learners to participate actively.
At the University of Colorado’s Center for Interprofessional Practice & Education (CUCIPE) we created an inclusive environment for students accessing group learning in a variety of ways. Our innovative course design supports a cohort of ~800 health professions students. This fall, we will refine the approach using a Hybrid-Flexible (HyFlex) course model. The fundamental values of HyFlex design include: 1) Learner Choice, 2) Equivalency, 3) Reusability, and 4) Accessibility (Beatty, 2019). Successful HyFlex systems require shared definitions of learner types mapped to agreed policies and procedures for In-Person, Remote, Flex, and/or Asynchronous learners. This will enable us to adapt quickly to any exceptions that arise.
In this workshop we will use a curriculum development framework (Kern, et al) to review the needs, goals, strategies, implementation, and evaluation of HyFlex teaching. We will use a case scenario to drive active discussion using the 'think, pair, share' format. Participants will engage with one another in small groups (via Zoom and/or in-person) and facilitated large group discussions using the Padlet educational technology.
After attending this seminar, the learner will be able to:
· Cite HyFlex course design principles
· Identify which learners need a HyFlex option to participate in synchronous sessions
· Engage with educational technology that offers choice, equivalency, reusability, and accessibility
Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://edtechbooks.org/hyflex
Kern DE. Overview: a six-step approach to curriculum development. Curriculum Development for Medical Education: A SixStep Approach, Third Edition; 2015.