{"id":4345,"date":"2021-06-07T23:30:59","date_gmt":"2021-06-07T23:30:59","guid":{"rendered":"https:\/\/www.education.uw.edu\/technologycenter\/?page_id=4345"},"modified":"2021-07-06T19:33:12","modified_gmt":"2021-07-06T19:33:12","slug":"designing-hybrid-experiences-example-learning-activities-and-tools","status":"publish","type":"page","link":"https:\/\/www.education.uw.edu\/technologycenter\/hybrid-learning-environments\/designing-hybrid-experiences-example-learning-activities-and-tools\/","title":{"rendered":"Designing Hybrid Experiences: Example Learning Activities and Tools"},"content":{"rendered":"

The tables below are grouped by activity type or category and compare how each activity, strategy, interaction, or method can be accomplished online, asynchronously or synchronously, and in person.<\/p>\n

Active\u00a0Learning\u00a0<\/span>\u00a0<\/span><\/h3>\n
\n\n\n\n\n\n\n\n\n\n
Learning Activity<\/span>\u00a0<\/span><\/td>\nAsynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nSynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nIn-Person Mode<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Discussion\u00a0<\/span>\u00a0<\/span><\/td>\nStudents\u00a0use\u00a0<\/span>Canvas\u00a0<\/span><\/b>discussion forums\u00a0to\u00a0respond to\u00a0thought-provoking\u00a0prompts in\u00a0small or large group discussions, and exchange ideas with peers.<\/span>\u00a0<\/span><\/td>\nStudents discuss topics\u00a0in small groups, using\u00a0<\/span>Zoom\u00a0<\/span><\/b>breakout rooms, and then return to the larger group to share out.<\/span>\u00a0<\/span><\/td>\nStudents\u00a0talk\u00a0with\u00a0an elbow partner\u00a0or table mates to respond to a reflection question or check for\u00a0understanding.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Simulation\/Experiential Learning\u00a0<\/span><\/td>\nStudents work through an interactive, branching scenario with pre-programmed feedback, and then review their responses and other possible choices. <\/span>\u00a0<\/span><\/td>\nStudents remotely participate in a simulation or structured role-playing exercise in small groups, and then debrief together in a larger group.\u00a0<\/span><\/td>\nStudents participate in a simulation or structured role-playing exercise in small groups, and then debrief together in a larger group.\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
Collaborative Reading<\/span>\u00a0<\/span><\/td>\nStudents read and annotate a\u00a0text\u00a0on their own time, using a social annotation tool like\u00a0<\/span>Hypothesis<\/span><\/b>, but can see and respond to their classmates\u2019 annotations.<\/span>\u00a0<\/span><\/td>\nStudents\u00a0are assigned one of several readings\u00a0before the class period.\u00a0In class, they join preassigned\u00a0<\/span>Zoom\u00a0<\/span><\/b>breakout rooms to discuss their assigned text, and then are re-shuffled into different\u00a0breakout\u00a0groups to summarize their assigned\u00a0text to peers and learn about\u00a0the other readings.<\/span>\u00a0<\/span><\/td>\nLike\u00a0the jigsaw method described in the Synchronous Online Mode column, students are assigned different readings, discuss those readings in small groups, and then engage in reciprocal teaching with a second group.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Whole-Class Reflection<\/span>\u00a0<\/span><\/td>\nStudents share a written or multimedia response to a virtual bulletin board\u00a0or whiteboard, like\u00a0<\/span>Padlet\u00a0<\/span><\/b>or\u00a0<\/span>Explain Everything<\/span><\/b>, and then can see and respond to their classmate\u2019s postings over the course of a few days.<\/span>\u00a0<\/span><\/td>\nThe instructor shares a prompt with students via\u00a0<\/span>PollEverywhere<\/span><\/b>, and students can use their mobile phones or laptops to respond. Instructor shares their screen as responses update\u00a0and are displayed\u00a0in real time.<\/span>\u00a0<\/span><\/td>\nThe instructor shares a prompt with students on a whiteboard or poster paper, or using\u00a0<\/span>PollEverywhere<\/span><\/b>, and students respond. Instructor shares their screen as responses update and are displayed in real time.\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
Coaching<\/span>\u00a0<\/span><\/td>\nStudents record a portion of their teaching or clinical session, and upload it to\u00a0<\/span>a\u00a0secure video platform<\/span>\u00a0<\/span><\/b>like\u00a0<\/span>Edthena, Coaching Companion,\u00a0<\/span><\/b>or\u00a0<\/span>Swivl\u00a0<\/span><\/b>to receive\u00a0coaching feedback from peers or mentors.<\/span>\u00a0<\/span><\/td>\nStudents record a portion of their teaching or clinical session, and\u00a0review and reflect on teaching video in real time with coaches, mentors, or peers.<\/span>\u00a0<\/span><\/td>\nCoaches\u00a0conduct on-site observations and\u00a0debrief with teacher candidates after the observation.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Group Projects<\/span>\u00a0<\/span><\/td>\nStudents can share ideas and break out work using\u00a0virtual whiteboards,\u00a0<\/span>Canvas\u00a0<\/span><\/b>Group pages,\u00a0<\/span>Google Drive<\/span><\/b>\u00a0or\u00a0<\/span>OneDrive<\/span><\/b>\u00a0file sharing,\u00a0and collaborative document creation.\u00a0<\/span>\u00a0<\/span><\/td>\nSmall group meetings on\u00a0<\/span>Zoom<\/span><\/b>, held during or outside of scheduled class time, supported by virtual whiteboards for brainstorming,\u00a0<\/span>Google Drive<\/span><\/b>\u00a0or\u00a0<\/span>OneDrive<\/span><\/b>\u00a0file sharing, and collaborative document creation.<\/span>\u00a0<\/span><\/td>\nIn-person group meetings during or outside of scheduled class time, supported by digital and physical collaboration tools, like whiteboards or bulletin boards, shared folders and drives, and collaborative documents.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n

Content Delivery<\/span>\u00a0<\/span><\/h3>\n
\n\n\n\n\n\n\n
Strategy or Activity<\/span>\u00a0<\/span><\/td>\nAsynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nSynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nIn Person Mode<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Lecture\u00a0(declarative)<\/span>\u00a0<\/span><\/td>\nInstructor\u00a0records a short\u00a0video of themselves lecturing, along\u00a0with slides\u00a0or other visuals, using\u00a0a screen\u00a0recording tools\u00a0like\u00a0Panopto<\/strong>. Students watch and re-watch the video over the course of a few days.<\/span>\u00a0<\/span><\/td>\nInstructor delivers a mini-lecture, with slides or other visuals,\u00a0over Zoom<\/strong> screen share, followed by synchronous learning activities. The class period, or at least the lecture, is recorded for students to view or revisit.<\/span>\u00a0<\/span><\/td>\nInstructor delivers a mini-lecture, with slides or other visuals, using an\u00a0overhead projector,\u00a0followed by learning activities. The class period, or at least the lecture, is recorded using the Panopto classroom recorder\u00a0and shared with\u00a0students\u00a0to view or revisit.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Modeling\u00a0(procedural)<\/span>\u00a0<\/span><\/td>\nInstructor records a video that shows her\/him\/them walking through a process or series of steps,\u00a0recorded with a screen-capture tool, a cellphone, or a video camera, and shares the video with students.<\/span>\u00a0<\/span><\/td>\nInstructor uses their\u00a0Zoom<\/strong> camera, screen share, or input from a document camera, to walk through a process or series of steps.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

Instructor walks\u00a0through a process or series of steps,\u00a0using an overhead projector or document camera if relevant, to show students their work.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Instructional Video<\/span>\u00a0<\/span><\/td>\nInstructor posts videos from library or public streaming sites on the course\u2019s Canvas<\/strong> site, and students watch the video over the course of a few days.\u00a0<\/span>\u00a0<\/span><\/td>\nInstructor plays videos during a synchronous class session, using Zoom<\/strong> screen share. <\/span>\u00a0<\/span><\/td>\nInstructor plays videos during the class session using the classroom\u2019s audio\/visual equipment.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n

Social Engagement<\/span>\u00a0<\/span><\/h3>\n
\n\n\n\n\n\n
Interaction<\/span>\u00a0<\/span><\/td>\nAsynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nSynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nIn Person Mode<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Student to Student\u00a0<\/span><\/td>\nStudent communicate informally through an open-ended discussion forum, where they can post questions or comments about course requirements or work, study tips, community events, or other topics related to the course. Students may also create and contribute to ongoing, asynchronous conversation on platforms like Teams, Slack, or Discord.<\/span><\/td>\nThe instructor\u00a0starts synchronous class sessions with opportunities for students to ask questions about coursework or requirements, share tips or suggestions with peers, and share announcements with one another.<\/span> Students also have a chance to chat between planned activities in breakout rooms or in the main Zoom room.<\/span><\/td>\nStudents use time before and after class, or during class time, to\u00a0informally discuss coursework, offer each other tips or suggestions, ask questions, and share announcements with one another.\u00a0Additionally, students can\u00a0form study groups, sign up to bring snacks to class sessions, and otherwise easily participate in a classroom community.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Student to Instructor\u00a0<\/span><\/td>\nInstructor uses informal videos in course announcements or modules, to offer guidance, summarize coursework or assignments, give feedback, and share gratitude with students for their contributions. Instructors teaching asynchronous online courses also usually offer virtual office hours for synchronous support.<\/span>\u00a0<\/span><\/td>\nInstructor uses synchronous class time to check in with students, give feedback, and offer gratitude for their contributions.\u00a0Additionally, the instructor is able to contextualize assignments and give students guidance during the class session.\u00a0<\/span>\u00a0<\/span><\/td>\nInstructor uses class time to check in with students, give feedback, and offer gratitude for their contributions. Additionally, the instructor is able to contextualize assignments and give students guidance during the class session.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n

\u00a0<\/span>Assessment<\/span>\u00a0<\/span><\/h3>\n
\n\n\n\n\n\n\n
Strategy or Assessment Type<\/span>\u00a0<\/span><\/td>\nAsynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nSynchronous Online Mode<\/span>\u00a0<\/span><\/td>\nIn Person Mode<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Formative<\/span>\u00a0<\/span><\/td>\nStudents use checks for understanding, either in the form of Canvas Quizzes or questions embedded in Panopto videos, to gauge their comprehension and notice their misconceptions\u00a0in a low-stakes manner.<\/span>\u00a0<\/span><\/td>\nInstructors use polls,\u00a0quick surveys, and collaborative documents created during group discussions\u00a0to help students check their understanding; the instructor also\u00a0offers students formative feedback based on\u00a0verbal or written student responses.<\/span>\u00a0<\/span><\/td>\nInstructors use polls, quick surveys, and collaborative documents created during group discussions to help students check their understanding; the instructor also offers students formative feedback based on verbal or written student responses.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Summative<\/span>\u00a0<\/span><\/td>\nStudents complete and\u00a0submit\u00a0summative\u00a0projects, presentations, or papers via Canvas Assignments. If courses\u00a0include an\u00a0exam, students\u00a0can complete\u00a0it\u00a0on Canvas,\u00a0with or without proctoring,\u00a0over the course of a designated\u00a0period.<\/span>\u00a0<\/span><\/td>\nStudents\u00a0deliver final presentations or research findings over Zoom. If courses include an exam, students can complete it on Canvas, with\u00a0proctoring,\u00a0at a\u00a0scheduled\u00a0period.\u00a0Papers are\u00a0likely still\u00a0submitted\u00a0asynchronously via Canvas.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

Students deliver final presentations to their audience of classmates and instructor, or participate in a timed final exam, on paper or on a computer, during exam week.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Cumulative<\/span>\u00a0<\/span><\/td>\nStudents develop\u00a0a digital record of their capstone projects, like\u00a0ePortfolios,\u00a0that represent their learning and achievements within a course or program, and share the link with classmates, instructors, or future employers. Additionally, students could record\u00a0final\u00a0presentations and post them to a discussion forum or virtual bulletin board like Padlet.<\/span>\u00a0<\/span><\/td>\nStudents and instructors participate in virtual events, like a dissertation defense on Zoom, an online\u00a0conference,\u00a0or a virtual\u00a0gallery\u00a0walk or\u00a0poster fair.\u00a0Additionally, students\u00a0might\u00a0develop a digital record of their capstone projects, like\u00a0ePortfolios. that represent their learning and achievements within a course or program, and share the link with classmates, instructors, or future employers.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

Students and instructors participate in events, like a dissertation defense, a\u00a0conference, a\u00a0public reading, a\u00a0gallery\u00a0exhibition,\u00a0or\u00a0a\u00a0research poster fair.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n","protected":false},"excerpt":{"rendered":"

The tables below are grouped by activity type or category and compare how each activity, strategy, interaction, or method can be accomplished online, asynchronously or synchronously, and in person. Active\u00a0Learning\u00a0\u00a0 Learning Activity\u00a0 Asynchronous Online Mode\u00a0 Synchronous Online Mode\u00a0 In-Person Mode\u00a0 Discussion\u00a0\u00a0 Students\u00a0use\u00a0Canvas\u00a0discussion forums\u00a0to\u00a0respond to\u00a0thought-provoking\u00a0prompts in\u00a0small or large group discussions, and exchange ideas with peers.\u00a0 Students discuss topics\u00a0in small groups, using\u00a0Zoom\u00a0breakout rooms, and then return to the larger group to share out.\u00a0 Students\u00a0talk\u00a0with\u00a0an elbow partner\u00a0or table mates to respond to a…<\/p>\n

Continue reading Designing Hybrid Experiences: Example Learning Activities and Tools<\/span><\/a><\/div>\n","protected":false},"author":11,"featured_media":0,"parent":4307,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"class_list":["post-4345","page","type-page","status-publish","hentry"],"aioseo_notices":[],"featured_image_urls_v2":{"full":"","thumbnail":"","medium":"","medium_large":"","large":"","1536x1536":"","2048x2048":"","320w":"","480w":"","800w":"","mug-shot":"","sidebar-width":"","full-content":""},"post_excerpt_stackable_v2":"

The tables below are grouped by activity type or category and compare how each activity, strategy, interaction, or method can be accomplished online, asynchronously or synchronously, and in person. Active\u00a0Learning\u00a0\u00a0 Learning Activity\u00a0 Asynchronous Online Mode\u00a0 Synchronous Online Mode\u00a0 In-Person Mode\u00a0 Discussion\u00a0\u00a0 Students\u00a0use\u00a0Canvas\u00a0discussion forums\u00a0to\u00a0respond to\u00a0thought-provoking\u00a0prompts in\u00a0small or large group discussions, and exchange ideas with peers.\u00a0 Students discuss topics\u00a0in small groups, using\u00a0Zoom\u00a0breakout rooms, and then return to the larger group to share out.\u00a0 Students\u00a0talk\u00a0with\u00a0an elbow partner\u00a0or table mates to respond to a reflection question or check for\u00a0understanding.\u00a0 Simulation\/Experiential Learning\u00a0 Students work through an interactive, branching scenario with pre-programmed feedback, and then review…<\/p>\n

Continue reading Designing Hybrid Experiences: Example Learning Activities and Tools<\/span><\/a><\/div>\n","category_list_v2":"","author_info_v2":{"name":"coe","url":"https:\/\/www.education.uw.edu\/technologycenter\/author\/coe\/"},"comments_num_v2":"0 comments","_links":{"self":[{"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/pages\/4345","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/comments?post=4345"}],"version-history":[{"count":10,"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/pages\/4345\/revisions"}],"predecessor-version":[{"id":4382,"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/pages\/4345\/revisions\/4382"}],"up":[{"embeddable":true,"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/pages\/4307"}],"wp:attachment":[{"href":"https:\/\/www.education.uw.edu\/technologycenter\/wp-json\/wp\/v2\/media?parent=4345"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}