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.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.