Teaching in a concurrent hybrid (or, possibly more accurately, a concurrent hyflex) classroom is when you teach both in-person and remote students at the same time, usually by physically being present in the same classroom space as the in-person students. While this teaching modality has certainly been used more widely during the COVID-19 pandemic, it is also an interesting one to consider for a variety of situations in which students might require additional freedom and/or flexibility to choose either an in-person or remote learning experience. The possibilities of concurrent hybrid/hyflex teaching to increase the accessibility of courses and degree programs are the key part of why they are being considered more and more in higher education settings.
However, the challenges of concurrent hybrid teaching are real. For many instructors and students, this is an unfamiliar way of teaching and learning, and it is a unique approach that requires unique teaching solutions. While simply setting up a camera feed so that virtual students can “tune in” to the in-person event is a start, there is a lot more to consider with regards to the technical setup and, importantly, the instructional design of a high-quality concurrent hybrid course. The goal is to ensure that the remote students do not experience an inequity of teaching attention or a compromised quality of instruction. With that in mind, here are some things to consider in taking hybrid teaching beyond simply livestreaming a lecture.
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Feedback is one of the most powerful ways in which instructors engage with their learners, and integral to the simple basis of formative assessment — i.e., provide opportunities for students to practice applying their skills and knowledge, give them feedback on how they’ve done, and then provide subsequent opportunities for them to show their enhanced performance and further their achievement. Because it can have such an impact on student learning, it’s valuable to consider how and where feedback is incorporated into your courses.
In this post, we’ll look at 3 broad approaches to providing feedback in an online course situation, and some tools that Canvas provides to enable effective feedback. I’ll also highlight some lesser-known Canvas tools, like leaving video comments on assignments or using the comment library to make giving feedback faster.
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If you are now a few terms into using Canvas at USask, you might have recently completed a “course copy” or “rollover” in order to take content you used in a previous term, and copy it into an empty course for a new term. (See more on this process at How do I copy content from another Canvas course using the Course Import tool?). If you use the Groups tool in your Canvas courses, there is a quirk of the Course Import function that you should know about.
During a Course Import, all Group-associated Assignments and Discussions are assigned by default to a single Group Set called “Project Groups”. No previous Group Sets are retained in the import.
How to fix this and reset your Groups will depend on whether your course had only one Group Set, or if you were using multiple Group Sets.
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Most online courses feature a Discussions element, and it is very common for this activity to be worth at least a portion of the student’s course grade. However, it can be challenging to assign a grade to student work in Discussions — and this is particularly true if you have Discussions frequently in your class (like a weekly thread), if you have a large class, or if you just have a particularly lively or busy Discussion board with many replies.
As an alternative to carefully reviewing and grading each Discussion post your students make, why not try Self-Assessment for online course Discussions? Self-Assessment is a great way to support student autonomy, build metacognition, and move away from rote responses on Discussion boards. Rather, you are aiming to have students think critically about why and how they are participating in the Discussions, and reflect upon how Discussion activities can enhance learning for them and their classmates.
This post will outline how to set this up in Canvas, offers a sample rubric, and presents a few things to consider when trying this approach.
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If you’re going back into the classroom this fall after several terms of remote-only instruction, don’t abandon the LMS (i.e., the Learning Management System) just yet! LMSs like Canvas have a lot to offer for your face-to-face classes. Here are some ideas for how to enhance your F2F course using the LMS and some related online learning tools and strategies.
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It’s very possible that during the last year, you spent some time making videos for your courses. Adding closed captions and/or downloadable transcripts is a great way to improve the accessibility and effectiveness of your video-based course materials, and with tools built into Panopto, this can be done quite quickly. Let’s look at why and how to do this!
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There are a number of Office 365 integrations that can be built into the learning activities in your Canvas course, making it easier for you and your students to generate, share, and collaborate in Office 365 files, and for students to access their OneDrive cloud storage. This post will discuss how those integrations fit into our current LMS arrangement, and share a handful of links and ideas to get you started on building learning activities that take advantage of Office 365.
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In previous blog posts, DEU has shared some information about Canvas Commons, and how the use of customizable course and module templates can be a great way to support quality online course design, as well as provide a consistent learning experience for students across multiple courses within a program. Many instructors have also made use of the generalized USask Canvas Course Template, and since being published to Canvas Commons in August 2020, it has since been downloaded into 714 unique Canvas courses!
We at DEU still think using Canvas Commons to create and share learning resources, including customizable module/course templates, is great. However, I’ve recently learned the hard way to watch out for a weird thing that can happen when Updates are made to Canvas Commons resources. Consider this post a warning, so that you can hopefully avoid the same mistake!
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Before a new term begins, you might be running through a mental list to decide if you’ve put all the pieces in place to get your new online (or remote) class up and running. This Online Course Beginning-of-Term Checklist should cover the essentials, and offer some helpful links and tips for completing these tasks in Canvas.
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There are times where a hand-drawn sketch, diagram, or solution might be the best way to illustrate something to your students, or walk with them through the steps of solving a new problem. The ideal option for doing this in synchronous video sessions would be to connect a dedicated document camera to your computer, and switch the video feed. But, what if you don’t have access to one? This post will take you though a quick alternative “hack” in order to use your smart phone as a document camera.
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