Our HyFlex Experiment: What’s Worked and What Hasn’t
Armed with a can-do spirit, faculty members leaped into hybrid teaching this fall. The results have been decidedly mixed.
By Kevin Gannon OCTOBER 26, 2020
https://www.chronicle.com/article/our-hyflex-experiment-whats-worked-and-what-hasnt
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach.
Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths.
What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program.
we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
California Scientists Build A Camera To Take Pictures Of Huge Swath Of Sky
https://www.npr.org/2020/09/08/910761101/california-scientists-build-a-camera-to-take-pictures-of-huge-swath-of-sky
Researchers developed the world’s largest digital camera that breaks all resolution records in digital photography
virtual, augmented, mixed, and extended reality, with the help of brand research. On Thursday, October 29th, from 2-3 pm EDT, we’ll be joined by Jonathon Richter, Maya Georgieva, and Emory Craig, leaders of the Immersive Learning Research Network’s State of XR and Immersive Learning report.
To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:
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More on XR and Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+bryan+alexander
Introduction to JSON and Structured Data
Dates: November 2nd through 29th, 2020
Instructor: Robert Chavez
Credits: 1.5 CEUs or 15 PDHs
Price: $175
https://libraryjuiceacademy.com/shop/course/161-introduction-json-structured-data/
JSON is a semi-structured data format for encoding data and is a popular language for data sharing and interchange – as such it is considered a good alternative to XML. This materials in this course will cover all the core JSON syntax and data structures as well as:
– structured data as a concept
– core data structuring approaches
– the differences between XML and JSON
– when to use XML, when to use JSON
JSON itself is the language of JSON Schema and JSON-LD. We will also study core JSON Schema, a language that allows annotation and validation of JSON documents, and have an introduction to JSON-LD. JSON-LD is covered in greater depth in a follow-up course, JSON-LD Fundamentals. Both courses are follow-ups to our Certificate in XML and RDF-Based Systems.
https://libraryjuiceacademy.com/shop/course/171-json-ld-fundamentals/
https://libraryjuiceacademy.com/certificate/xml-and-rdf-based-systems/
Robert Chavez holds a PhD in Classical Studies from Indiana University. From 1994-1999 he worked in the Library Electronic Text Resource Service at Indiana University Bloomington as an electronic text specialist. From 1999-2007 Robert worked at Tufts University at the Perseus Project and the Digital Collections and Archives as a programmer, digital humanist, and institutional repository program manager. He currently works for the New England Journal of Medicine as Content Applications Architect.
Course Structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional synchronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
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more on JSON in this IMS blog
https://blog.stcloudstate.edu/ims?s=json
Brené with Emily and Amelia Nagoski on Burnout and How to Complete the Stress Cycle
https://brenebrown.com/podcast/brene-with-emily-and-amelia-nagoski-on-burnout-and-how-to-complete-the-stress-cycle/
Staff Burn‐Out
First published: Winter 1974
https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4560.1974.tb00706.x
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more on burnout in this IMS blog
https://blog.stcloudstate.edu/ims?s=burnout
Achievement Unlocked_ Understanding the Future of Gamification in Education.docx
https://www.academia.edu/38551388/Achievement_Unlocked_Understanding_the_Future_of_Gamification_in_Education_docx
how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education
9 Reasons Why Your Next Provost Should Be a CTL Director
Rethinking the recruitment pool.
https://www.insidehighered.com/blogs/learning-innovation/9-reasons-why-your-next-provost-should-be-ctl-director
No. 1: Teaching and Learning Is What Colleges and Universities Do
No. 2: Institutional Resilience and Instructional Continuity
No. 3: The Alignment of Institutional Structures to Learning Science
No. 4: The Integrated CTL Model and Institutional Leadership
No. 5: The Prioritization of Diversity, Equity and Inclusion
No. 6: Relationships With Faculty Colleagues
No. 7: Experience Leading Institutional Change Initiatives
No. 8: The Scholarship of Teaching and Learning
No. 9: The Strategic Shift to Blended and Online Learning
#conspiracytheories #Qanon
More than 60 artefacts at Berlin museums damaged with mysterious stain
https://www.euronews.com/2020/10/21/more-than-60-artefacts-at-berlin-museums-damaged-with-mysterious-stain
Dozens of artifacts vandalized in three Berlin museums
https://www.washingtonpost.com/world/europe/berlin-museum-vandalism-germany/2020/10/21/2cb1e194-1383-11eb-a258-614acf2b906d_story.html
Vandals Deface Dozens of Artworks in Berlin Museums
https://www.nytimes.com/2020/10/21/arts/design/berlin-museums-vandalism.html
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more on Qanon in this IMS blog
https://blog.stcloudstate.edu/ims?s=qanon
Medieval turning points
https://www.historyextra.com/period/medieval/medieval-turning-points-charles-west-podcast/
to listen on mobile device: https://podcasts.apple.com/us/podcast/history-extra-podcast/id256580326?i=1000493904737
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history
The French Revolution: Everything you need to know
https://www.historyextra.com/period/georgian/everything-you-wanted-know-about-french-revolution-marisa-linton-podcast/
podcast
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history