Transitioning to an online world using hyflex courses to bridge the gap
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Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. Dr. Brian Beatty Department of Instructional Technologies San Francisco State University ED-MEDIA 2007. HyFlex. Hybrid – a mix of face to face and online activities

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Transitioning to an online world using hyflex courses to bridge the gap

Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap

Dr. Brian Beatty

Department of Instructional Technologies

San Francisco State University

ED-MEDIA 2007


Hyflex

HyFlex

  • Hybrid – a mix of face to face and online activities

  • Flexible – students can choose their method of participation… weekly

    http://itec.sfsu.edu/hyflex/hyflex_home.htm


Basic program context

Basic Program Context

  • 150 graduate students pursuing Masters degree

  • Courses

    • Approx. 24 courses; no history of DE

    • Class size ranges from 8-20

    • Time slots: M-Th; 4-7, 7-10 PM

  • All students and instructors commute; from 2 to >60 miles


Transitioning to an online world using hyflex courses to bridge the gap

Traveling to campus for class can be inconvenient, difficult or absolutely impossible!


Who are itec students

Who are ITEC students?

  • Most work full time

    • Teachers and Library / Media Specialists

    • Educational Software Developers

    • Trainers

    • Instructional Designers

  • Many in career transition

  • Many with families at home


Transitioning to an online world using hyflex courses to bridge the gap

[email protected]: Helping people in education, business and communities learn …… the future of learningTeaching and Learning with technology is our business!


What is a hyflex course

What is a HyFlex course?


Hyflex design principles

HyFlex Design Principles

  • Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically).

  • Equivalency: Provide equivalent learning activities in all participation modes.

  • Reusability: Utilizeartifacts from learning activities in each participation mode as “learning objects’ for all students.

  • Accessibility: Equip students with technology skills and access to all participation modes.

Note: these are universal principles - generally applicable to all HyFlex courses.


Sample week

Sample Week


Alternative class agendas

Alternative Class Agendas

Face-to-face Participation

Online Participation


A bridge to online

A Bridge to Online

  • Students desire more flexible enrollment options

  • Department desires online courses

  • College desires an online program

  • University system is pushing for Online Degree Programs (OLDP)


Itec s collage of learning

ITEC’s Collage of Learning

Instructional Design

Instructional Implementation

Media Development


Core courses 5 6

Core Courses (5-6)

Instructional Design

Instructional Implementation

800

850

894

816

801

830

797

715

Media Development

800 (S) – Foundations of Learning

801 (S) – Instructional Systems Design

797 (S) – Fundamentals of Educational Research

715 (M) – Intro Multimedia Development

894 (I) – Culminating Creative Work Project

Plus any one of:

816 (S) – Instructional Computer Lab Management

830 (S) – Advanced Multimedia Design

850 (S) – Design and Management of Training Projects


Elective courses 4 5

Elective Courses (4-5)

Instructional Design

Instructional Implementation

852

860/865

899

805

800

850

894

816

854

801

720

830

797

823/835

715

770/870

740/840

Media Development

805 (S) – Needs Assessment

852 (S) – Training in Organizations

854 (S) – Print-based Instructional Design

860/865 (S) – Distance Education/E-Learning

ITEC 899 (I) – Independent Study

ITEC 720 (I) – Internship

ITEC 770/870 (M) – Instructional Video /Advanced

ITEC 823/835 (M) – Multimedia (Flash I)/Advanced

ITEC 745/845 (M) – Web Development/Advanced

ITEC 740/840 (M) – Graphics (Photoshop)/Advanced


Current hyflex courses

Current HyFlex Courses

Instructional Design

Instructional Implementation

852

860/865

899

805

800

850

894

816

854

801

720

830

797

823/835

715

770/870

740/840

Media Development

800 (S) – Foundations of Learning

801 (S) – Instructional Systems Design

805 (S) – Needs Assessment

850 (S) – Design and Management of Training Projects

860/865 (S) – Distance Education/E-Learning

720 (I) – Internship

899 (I) – Independent Study

894 (I) – Creative Work


Initial online degree program

Initial Online Degree Program

Sample Distance Program (half-time student)

Semester 1. ITEC 800, ITEC 801

Semester 2. ITEC 899, ITEC 860

Semester 3. ITEC 805, ITEC 865

Semester 4. ITEC 720, ITEC 850

Semester 5. ISED 797*, ITEC 894

*requires inter-departmental cooperation


Transitioning to an online world using hyflex courses to bridge the gap

It’s a process …


Questions

Questions …

How are HyFlex courses different than what we are already doing?

Is this additional work for the instructor?

… for the students?

Can students develop media skills in alternative venues?

Will students take advantage of the flexibility? Distance options?


Program issues

Program Issues

  • Instructor Performance (interest, skills)

  • Student Performance

  • Program Content

  • Institutional Support (College, University)

    • Synchronous Online Technologies

    • Course Development Support

    • Administrative System Flexibility


Contact

Contact

Dr. Brian Beatty

[email protected]

HyFlex Design Site

http://itec.sfsu.edu/hyflex/hyflex_home.htm


2007 participation patterns

2007 Participation Patterns

801.01 Instructional Systems Design (F2F)

801.02 Instructional Systems Design (online)

850.01 Project Management (F2F)

865.01 E-Learning Development (F2F)

commentary


Commentary

Commentary

  • Largest amount of “flex” in larger F2F sections (N=15; 15 week course)

  • Online students choose online option for good reasons that may prevent F2F participation

  • Some students do not flex at all; but all report positive aspect of choice


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