Hyflex Design Lightning Talks

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Friday, November 15  |  1:30pm-3pm  |  AS Bldg., Room 244  |  REGISTER

For the first 30 minutes of this session, we'll begin with Lightning Talks-- brief presentations done in rapid succession by faculty who will share practical experiences and key insights on this topic.

 

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Lesley Farmer
Lesley Farmer, CSULB, Educational Technology and Media Leadership

Relevant course(s) and short description:
ETEC523 Information and Digital Literacies: principles and theories for integrating technologies into learning environments to improve planning, designing and implementing learning experiences; issues of technology planning, collaboration, and assessment; and digital citizenship. Course meets Level II Technology Standards.

Teaching or learning challenge that made you rethink your approach or consider trying something new:
Students drive a long distance; can I optimize their face to face ( F2F) time?  Hybrid models can allow them to do work that does not need synchronous time together. 

How you addressed that challenge (if applicable, what technology, learning strategy, etc. you integrated to do so).
Students can do reading and projects independently. They can blog about their technology life at their convenience. Students can discuss readings through discussion boards and other collaboration tools such as VoiceThread. They can do learnind experiences through WebQuests. In-class time can focus on team building, trying new tools with the instructor on hand, having interactive discussions about visuals, etc. 

How students responded, any challenges, and lessons learned. 
Students liked not having to drive/travel as much. They liked doing course work independently and at their own convenience. They liked discussion threads because everyone had a chance to contribute -- and they had time to formulate their ideas (especially English language learners). There was much work, so time management was key. There were many tech tools to learn so they appreciated having exemplars, screencasts, online tutorials and Lynda.com (now called LinkedIn Learning) to guide them.

Resources or links that may help tell your story:

 

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Casey Goeller
Casey Goeller, CSULB, Familty & Consumer Sciences

Relevant course(s) and short description:
Gerontology 400; survey of the aging process

Teaching or learning challenge that made you rethink your approach or consider trying something new. 
Been slowly moving towards an active learning environment.

How you addressed that challenge (if applicable, what technology, learning strategy, etc. you integrated to do so).
Created SCALE (Student-Centered, Active-Learning Environment) last semester.

How students responded, any challenges, and lessons learned. 
Student response has been very positive; learned to provide time for them to collaborate.

 

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steven cleveland
Steven Cleveland, CSUEB, Film, Ethnic Studies, History

Relevant course(s) and short description:
Hist 277: Modern Medicine in the U.S. - healthcare in communities of culture; This course is designed specifically for nurses who haven't passed the writing requirements.  The course has a diversity overlay.  It was designed as a field studies course that ask the students to diversify the history of healthcare in the bay area, by telling the stories of health practitioners and admins of color.

Teaching or learning challenge that made you rethink your approach or consider trying something new. 
Actually, there was an administrative issue that made me innovate and diversify my approach. The dates for the field studies a.k.a. guest experiences were left off of the schedule. So, after an amazing latinx panel, I had to figure out a way to bring guests that didn't require students to be at the guest experience.

How you addressed that challenge (if applicable, what technology, learning strategy, etc. you integrated to do so).
My solution was to use Zoom to bring an APA nurse in from Maui, Hawaii.  I was able to record it for the students, who couldn't be present; I provided a TEDTalk by the California surgeon general online. 

How students responded, any challenges, and lessons learned. 
Student responses to the assessments revealed that this course, which was originally designed as an in-person course, can work in multiple modes.