Exploring modality in the context of blended and hybrid education.pptx

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In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.

10-12 May
Exploring modality in the
context of blended and
hybrid education
Sue Beckingham @suebecks
Simon Thomson @digisim

Part One: Towards conscious modality in the context
of hybrid learning.
Simon Thomson
Director of Flexible Learning, University of Manchester.

A quick note on terminology……………….
3
……………and more on that later.

From technology to modality.
4
Reproduced by permission of the publisher, © 2012 by tpack.org SPaM Framework © 2022 by Simon Thomson is licensed under CC BY 4.0
spam.digisim.uk

5
• Three core knowledge domains
• Interlinked – influence each other
• A point of reference for:
• Curriculum Design
• Expertise and Knowledge
• Guidance and Support
• Policy and Processes
• Evaluation and Review
• Digital Infrastructure Needs

6
Subject
• What is it that we will teach and
that students will learn?
Pedagogy
• How will we teach this subject
and how will we assess the
learners?
Modality
• How will learners access this
learning and what modes work
best for different activities?

Teaching Modes
In Person
On Campus
In Person
Off Campus
Online
Synchronous
Online
Asynchronous

Which mode is the most prevalent teaching mode in
use in your institution?
POLL

Which mode do colleagues in your institution find
most challenging to implement effectively?
POLL

Understanding the value of modality
10
Getting the ’blend’ right!
• What can/can’t be taught through certain modes?
• How accessible are particular modes of learning (to which
students)?
• To what extent can modes support student participation,
engagement and active learning?
• To what extent can certain modes support cohort cohesion
and student well-being?
• Which modes work best for certain pedagogies?

Understanding the value of modality
• What (in-person on-campus) teaching activities are critical
to student success (achieving their learning)?
• What in person teaching activities are beneficial to
students (achieving their learning)?
11 https://manchester.padlet.org/digisim/human_interactions
What is the value of in-person on-campus teaching?
Ideas in the discussion forum: Start your message with C: (critical) or B: (beneficial)

Part Two: Untangling the Jargon: Re-defining Modes of
Learning in Higher Education
Sue Beckingham NTF
Teaching and Learning Portfolio Lead, Sheffield Hallam University

Rationale
There are two versions:
• Educator choice – the tutor selects one mode that will be used for a class
• Student choice – the tutor offers both modes simultaneously and
students have the flexibility to choose which mode to attend
The confusion
Multiple names are being used interchangeably along with alternatives
• Blended is being used for Hybrid
• Hybrid is being used for HyFlex
• Other terms include Converged, Blendflex, Comodal, Mutil-mode
14
The concept of hybrid learning is there are two modes: IN-PERSON + ONLINE
Hybrid Bricks and Clicks
(Bleed, 2001)
Hybrid Flexible Learning
(Beatty, 2006)

Adding
blended
learning to a
collection of
learning
approaches
19

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