Phil and Bill,
Sounds like an interesting challenge. I haven't heard of anyone doing a
TBL exactly like this. I have heard some people wanting to change teams a
few times during the class. Some folks from the University of South
Alabama do an integrated Synchronous and Asynchronous TBL modality but not
quite a HyFlex.
As a starting point, here's how I would approach a TBL HyFlex in a 15 week
class:
Initial week: orientation / learner preparation
Divide the class into several blocks of a couple weeks each: students must
elect online or F2F at the start of each block, same teams for that block,
do a whole TBL cycle in each block, several blocks in a semester, can't
change between F2F and Online in the middle of a block
Block 1 (~25% of material; 3 weeks total)
Week 1: Team formation/orientation and content delivery (lecture for F2F
and video recording for online)
Week 2 F2F: In-person IRAT, TRAT and clarifications of basic content and
theory
Week 2 Online: Monday 24 hour window to do IRAT, Tue-Wed 48 hour window to
do TRAT, Thursday and Friday for clarifications
Week 3 F2F: In-person applications and discussion
Week 3 Online: Online applications with a few days to do them and a few
days to discuss and e-gallery walk
Week 3 Both: Finish with peer evaluation
Maybe run 3-5 blocks per semester depending on your schedule and what other
class items you have such as mid-term, final, guest speakers, etc.
Team formation: my gut reaction is that it might be easiest to just do a
randomization at the start of each block; but if you had the time to do it
you might be able to use the results of Block 1 (e.g. IRAT and peer eval
score) to set teams for Block 2
Office hours: we have heard of some folks that do a weekly office hours in
online asynchronous TBL classes and they usually see at least one person
from each team attending due to fear of missing out
Modality options: think you could have three participation options a)
in-person b) online asynchronous and c) online synchronous
Curious to hear what others think of this or other ideas?
Kind regards,
Brian
*Brian O’Dwyer*
Founder
*InteDashboard: Empowering TBL with Technology*
www.intedashboard.com
Book an InteDashboard demo here <https://intedashboard.youcanbook.me/>
Certified Practitioner, Team-Based Learning Collaborative
https://www.linkedin.com/in/brianodwyer
<https://www.linkedin.com/in/brianodwyer>
On Wed, Jun 3, 2020 at 9:52 AM Bill Goffe <
[log in to unmask]> wrote:
> Phil -
>
> I've been reading a bit about HyFlex and asking around about it. The cases
> I've seen for it have been (i) a small 25-person class with general
> discussion and (ii) a large lecture class. I haven't seen much at all with
> HyFlex with structured active learning classrooms like TBL or even Peer
> Instruction. I asked about this yesterday on the POD listserv (POD is the
> people who run teaching and learning centers) and while someone had a good
> idea on how I might implement PI, no one seemed to have had experience
> with it. One person pointed to Raes, Annelies, et al. "A systematic
> literature review on synchronous hybrid learning: gaps identified."
> Learning Environments Research (2019): 1-22.
> https://link.springer.com/article/10.1007/s10984-019-09303-z as where
> HyFlex stands at the moment. The phrase "active learning" does not appear
> in it. At least there were several papers measuring learning outcomes.
>
> I could see teams rotating in and out of the classroom, but it gets
> tougher if a given student is missing. Also, it seems tough for a remote
> team to have a discussion if you're not using some sort of synchronous
> connection.
>
> I wonder what might be possible with https://www.intedashboard.com/ ?
>
> In some cases, it seems that institutions are adopting HyFlex and making
> other decisions about the fall without much faculty input, which is a bit
> frustrating. Along these lines, I saw this about UNC Chapel Hill today:
>
> https://pulse.ncpolicywatch.org/2020/06/02/unc-chapel-hill-faculty-push-back-on-reopening-plans-may-vote-with-their-feet/
> .
>
> - Bill
>
>
> > Hi all,
> >
> > At my institution, we are being required to offer our fall classes as
> HyFlex classes -- i.e. classes that include both a full ftf class and a
> fully online track with students allowed to move from one group to another.
> And the online portion cannot require synchronous participation via
> teleconferencing software.
> >
> > I have found great resources to support TBL in an online modality. We
> were in that modality after mid-March in the spring term. Things went
> pretty well, in part because I had a lot of social capital built up from
> our two months of ftf class preceding the online portion. But I am pretty
> confident that I could build a good online course -- synchronous or
> asynchronous.
> >
> > I find nothing on TBL in a HyFlex class.
> >
> > Any suggestions? For resources to help or ideas about how to approach
> doing TBL in a HyFlex class.
> >
> > Thank you,
> >
> > Phil Ruder
> > Pacific University
> > Oregon, USA
> >
> > ########################################################################
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> Bill Goffe
> Associate Teaching Professor
> Department of Economics
> Penn State University
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--
*Brian O’Dwyer*
Founder
*InteDashboard: Empowering TBL with Technology*
www.intedashboard.com
Book an InteDashboard demo here <https://intedashboard.youcanbook.me/>
Certified Practitioner, Team-Based Learning Collaborative
https://www.linkedin.com/in/brianodwyer
<https://www.linkedin.com/in/brianodwyer>
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