What is Flex-Hybrid?
Flex-Hybrid design gives faculty and students flexibility and uses a mix of formats to ensure that sound learning can continue while we respond to the uncertainties of place and time that the pandemic has created. As faculty design their Fall 2020 courses, the goal is to create the conditions for sound learning to occur regardless of whether individual students or the faculty member can attend any particular learning experience in-person, and to offer flexible learning that can accommodate individual learner needs. The Center for Learning & Teaching (CLT) can serve as a resource for help designing a version of Flex-Hybrid that meets each individual faculty’s course goals. For more information, please see the Fall 2020 ramp-up page.
Champlain’s Definition of Flex-Hybrid:
A course which offers multiple delivery modes of instruction and allows for blended learning (the integration of classroom and online learning), “flipped classrooms,” remote synchronous and asynchronous instruction, intentional community building, one-on-one coaching, and other “value added” options.From the official Academic Affairs Course Standards – Fall 2020 page
Definitions of these and other terms are also available in the Glossary.
Backwards Design: From Ideals to Implementation
Backwards Design is an outcomes-centered and learner-focused process for designing (or in our case, redesigning) a course. Here you’ll find an introductory video by Rebecca Mills, an article with reflection exercises to start you on the path, and a form to help you structure you ideas and turn them into a course plan.
Now that you’ve watched the video, check out this article, which provides additional details and ideas. Use the reflection questions to think about your own courses.
Finally, try the Backwards Design form as a guide to determining the specifics of each course.
Flipped learning means inverting the traditional model of what happens in and out of the classroom. Traditionally, most class time is spent with the instructor conveying information, demonstrating skills, or facilitating carefully guided discussion. Students do reading before class and practice or apply their learning later, largely outside the classroom through homework or assignments. In the flipped model, classroom time becomes student-focused rather than faculty-focused or information-focused. The instructor provides robust pre-class learning materials (like video lectures or demonstrations), and class time is focused on active student involvement.
The flipped learning model can be especially valuable for flex-hybrid, in which your live or in-person time with students may be limited, or you may not be able to have your whole class in an in-person space at the same time. Conveying information outside of a synchronous meeting time is more accessible to students, and allows you to focus on practice, interaction, community, engagement, and exploration in your live meetings. We received many questions from faculty this spring and summer about enhancing these aspects of remote learning, and flipped learning is a great way to build your course around active student participation.
Melanie Brown, Michael Opperman, and Warren Sides, professors of math at Champlain, have produced excellent materials on understanding and implementing flipped learning. Slides are available in PDF format (click here for Part 1 and Part 2), and a video is coming soon. Melanie, Mike, and Warren will also offer a webinar on flipped learning on the following dates:
- Tuesday July 7, 2-3pm (video recording – Champlain login required)
- Tuesday July 21, 5-6pm
- Tuesday July 30, 11am-12pm
Invites with joining links will appear in your Champlain calendar.
Video Coming Soon!
Design Resources by Course Types
Choose your own adventure! In an effort to simplify your exploration of effective strategies for your course, we have prepared pages that offer suggestions and resources by general course type.