Flexible Delivery Understanding Durham College's Flexible Delivery What is Flexible Delivery at DC? Flex delivery allows students to choose where they participate in the learning for a synchronous session. Students can either: Attend sessions face-to-face on campus, or Attend sessions synchronously online What are the Principles of Flex Teaching and Learning? According to Brian J. Beatty (2019), flexible course design centres around four pillars: learner choice equivalency reusability, and accessibility. A. Learner choice This pillar requires that there be alternative participation modes from which students can choose on a session-by-session basis. According to Beatty (2019) “choosing to implement this principle requires that an instructor values providing participation choice more than they value forcing everyone into the ‘best’ way of learning a set content”. For example: The course sessions are scheduled for 10:00am on Monday and Wednesday. Students have the choice to attend on campus, face-to-face (F2F) or synchronously online from a location of their choice. B. Equivalency Learning outcomes are the same in all participation modes. For example: In a four-corner activity, students who are on-campus F2F may be required to physically move to their corner choice, while those students online might indicate their choice by selecting a letter that represents a corner. In either case, students are asked to reflect on their opinion and decide. C. Reusability Learning resources and artifacts from all modes are ‘learning objects’ for all students. For example: On-campus, F2F activities such as demonstrations can be captured and made available for online students. Similarly, online activities such as chats can be made available to on-campus, F2F students. D. Accessibility Students should be equipped with technology skills and equitable access to all modes. For example: Make all course materials and activities accessible to and usable for all students. What are some delivery considerations when teaching Flex Courses? The following are a series of considerations to think through prior to teaching a flex course. These and others are available in the DC Connect course Flexible Course Delivery – Durham College Toolkit. Information on receiving access to this course is in the Support of Flex Delivery at Durham College section below. How will you... facilitate discussions? promote participation? encourage group participation? use the chat? How will you facilitate discussions? What procedure will remote students follow to answer a question, contribute an idea or participate in a full class discussion? Should they raise their hand physically on camera? Raise their virtual hand? Speak aloud to indicate they have something to contribute? TIP #1 – Discuss this with the students on the first day of class when you are developing your class code of conduct. Ask them what they feel the best process would be and co-create the expectations together. How will you promote participation from your remote students? Will you directly ask that group if they have any thoughts to contribute or questions? How will you plan to routinely scan the screen to observe for any hands up? TIP #2 – Be sure to check audio capabilities with your remote students each class. Can they hear you clearly when you are teaching? Can they hear their classmates? Additionally, build a remote check into your regular instructional routine. Pause at the end of each chunk of material, or after difficult concepts, to check in with your remote students. How will you engage and encourage participation for pair, trio or small group activities with both in-person and remote students in class? Will you have the in-person students working together in class and the remote students working together in channels or breakout rooms? Will you merge them together and have the remote and in-person students working together using channels or breakout rooms? TIP #3 – Choose your active learning strategies purposefully, and plan for the execution ahead of your class time. You may have more, or fewer, students joining remotely or in-person on any given day, so prepare a modification plan for the activity. Where possible, be sure to let the students know that there will be a group activity during the next class and encourage those with laptops or personal devices to bring them to facilitate the use of breakout rooms between both in-person and remote students. Where does the conferencing platform chat fit into your instructional plan? Will you encourage or discourage students from using it during your synchronous time? Will you use the chat to promote participation for those students who are uncomfortable sharing their voice or have location or audio challenges? Will you restrict it to questions only? TIP #4 – It can be difficult to manage the chat while teaching, so appoint a student to be the “voice of the chat”. Plan moments in your class to pause and ask if there are questions and thoughts from the chat. Derek Bruff, the director of the Centre for Teaching and Learning at Vanderbilt University, recommends adding an image to your presentation at various points to offer a reminder. What rooms have been outfitted with Flex equipment? OSHAWA CAMPUS FLEX EQUIPMENT OSHAWA CAMPUS FLEX EQUIPMENT Room Room Typer Cap Equipment Laptop Ports Needed G209 Computer Lab 60 Logitech system Mic pucks 65" monitor & camera at back USB C or USB G110 Lab Dedicated 16 Logitech system Mic pucks 40" monitor & camera on cart / middle of room USB C or USB L220 Lab Dedicated - MAD 45 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB L121 Lab Dedicated - MAD 36 Logitech system Mic pucks 65" monitor & camera on cart in middle of room USB C or USB L109 Lab Dedicated - MAD Editing Lab 25 Logitech system Mic pucks 65" monitor and camera on cart USB C or USB C150 Lab Dedicated - MAD Studios 46 Logitech system Mic pucks 65" monitor and camera on cart USB C or USB C156 Lab Dedicated - MAD Studios 30 Logitech system Mic pucks 65" monitor and camera on cart USB C or USB B138 Lab Dedicated 30 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB H166B Lab Dedicated 30 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB H218 Lab Dedicated 30 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB C138 Laptop 35 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB L208 Laptop 42 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB C306 Laptop 35 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB C318 Laptop 48 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB L216 Laptop 32 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB C113 Presenter 141 Logitech system Mic pucks 65" monitor and camera at front of room USB C or USB WHITBY CAMPUS FLEX EQUIPMENT WHITBY CAMPUS FLEX EQUIPMENT Room Room Type Capacity LaptopPorts Needed CFF 208 Presenter 50 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB 1 12 Presenter 45 Logitech system Mic pucks 65" monitor and camera at back of room USB C or USB How to set up Flexible Delivery Hardware? Flex Delivery Instructions - Windows Flex Delivery Instructions - Mac For more detailed instructions on how to get setup outside and inside the classroom, check out our resources for Flex Delivery Instructions for Windows Users or Flex Delivery Instructions for Mac Users. Looking for Flex Delivery Support? Below are some resources that may help: DC Connect Flexible Delivery Toolkit The CTL has curated a toolkit that will support you in beginning to think about flex delivery as a unique teaching and learning mode. The focus is on pedagogical considerations with a module on Flexible Technology Orientation. If you are interested in having access to this toolkit, please email email@example.com Flexible Delivery Community of Practice In addition to the Toolkit, we have designed a Flexible Delivery Community of Practice through MS Teams. In this digital space, we can share our challenges and successes as well as any tips and tricks we discover throughout the year on this flexible delivery journey. There will be asynchronous prompts every two weeks to help participants engage with each other and pause to reflect on their flexible delivery. If you are interested in being part of this digital space, you can use this team code - 99s1q34 - to register. Monthly Synchronous Sessions Each month, we will be hosting synchronous sessions focused on specific topics. The aim of these sessions is to provide a space for faculty to discuss their flexible delivery journey and seek support from each other. Through this collaboration, we can all build our flexible delivery capacity. The sessions will be taking place as follows: September 29th 12:00-1:00 - "Set and Start Up: Successes and Challenges" October 28th 12:00-1:00 - "Flexible Delivery and In-Class Activities" November 26th 12:00 -1:00 - "Assessments in Flexible Delivery" December 17th 12:00 - 1:00 - "Parting Thoughts"