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•
(IP19) Please take a moment to reflect on your whole experience in HyFlex. What does it
mean to you now?
•
(IP20) Please take a moment to reflect on your
whole academic experience, not just
HyFlex. What does it mean to you now?
•
(IP21) What does it meant to you moving forward?
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Appendix D: Recommendations for Faculty New to HyFlex Learning
•
Work with fellow faculty and other stakeholders to create/adopt an official definition of HyFlex at your
institution.
•
Work with the institutional leadership to create a code for HyFlex courses in the catalog and registration
system.
•
Seek out and participate in HyFlex specific professional development. Online teaching professional
development may also be very useful if you are new to online.
•
Serve as a resource for other faculty once you have some
HyFlex experience; share your stories.
•
Do not volunteer to teach HyFlex if you are averse to technology or to HyFlex values and principles.
•
Choose authentic assessments that you will enjoy grading (things that require students to “do” the discipline
and align to your course learning outcomes).
•
Choose assessments and other activities that bring students in different learning paths together for
collaboration and socialization in support of learning.
•
Become net and media savvy. There is no such thing as too much computer literacy.
•
Have a contingency plan for when things don’t go as planned, especially with technology. Many plans do not
unfold as designed.
•
Strive to create a course that promotes critical consciousness.
•
Consider culturally relevant, responsive, and sustaining pedagogies.
•
Include a module on digital literacy for your students at the beginning of the course. Modules like this may be
repeated across courses, supporting the Reuse principle.
•
Point students to digital literacy and other supports available for HyFlex/online students.
•
Strive to create reusable content; involve your student in the creation of some of that content.
•
Your students access your course with a variety
of devices; use Universal Design for Learning strategies and
avoid Operating System dependent or device dependent ICTs.
•
Be proactive about designing your course with accessibility in mind. Retrofitting a course for accessibility when
a need emerges is a lot more costly and sets back the students who need it while they wait for the retrofitting
to take place.
