Keep a 2 hour slot for the lectures but split into parts:

Frontload when content comes up: pre-record and post before the class (weekly announcements) the tasks.

Label clearly (e.g. 30 minutes for lectures, 20 min for exercise, 20 wrap up)

Splits them in group (breakout sessions), then come back to lecture mode.

If big lectures you might want to have a buddy, someone who looks after the chat, someone who acts as a bridge, only monitoring IM/Chats.

School learning technologist (LT) for help.

Full accessibility is an elusive goal

Collaborate for group works. Students can also create their own groups and invite tutors.

Use word doc as opposed to screenshots to share from groups.

Collaborate/Teams/Zoom: choose one and stick to it.

https://www.ed.ac.uk/information-services/learning-technology/more/teaching-continuity/training

Collaborate: will check if those not attending can have access to breakout rooms, exercices.

In Teams can record small group meetings.

Can’t go back in the chat and edit entries so need to be careful.

Copyright issues: delete by end of term, in media hopper can choose whether or not can be downloaded.

Hybrid to give students who cannot join the UoE campus experience:  course design implications. Organise synchronous bits of teaching to allow for some interaction between the on campus and online cohorts (they aren’t really separate cohorts at all, but rather in different phases of access/mobility).

The asynchronous bits are a little bit easier to design and pattern (this is essentially a blended learning model). So thinking mostly through the synchronous bits will be the challenge for all of us over the summer. Without those synchronous bits (TIMETABLES), any sort of movement back to the campus becomes very very problematic. Sync bits: the lecture (if that is synchronous), the discussions, the tutorial, etc. How would these work in hybrid where some are online, some are in one classroom, some are in another, etc.

With hybrid, I take a lot of inspiration from the universities I work with in Nigeria, Tanzania, and Uganda:

1. Lectures are in the classroom and live streamed via FB Live (which is zero-rated there so it is free for the students to access)
2. Demonstrations this way (like labs/some practicals, demonstrations, group work)
3. Cohorts of students are in the F2F classroom as well and asking questions as would be the normal F2F
4. Cohorts of students are in study groups throughout the country (many meet F2F in these locations) and asking questions via FB Live Chat.
5. All students are placed in WhatsApp groups to stimulate these study groups at the beginning of the programme so by the time they get to these lectures there is some group coherency.
6. A moderator (TA) is in the classroom to make sure these online questions are fed to the tutor.
7. The livestream is automatically saved and hosted for students who weren’t able to join.

We can’t use FB Live but some combination of live streaming via Lecture Recording, Collaborate, etc).

DEsign is really important. Structure. In the above model, any one student is absolutely free to attend the F2F lecture if they so choose.

Hybrid teaching tips / Charlotte Bosseaux / An Edinburgh Model for Online Teaching by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0