Workbook

• Making ODL Happen: Open and Distance Learning, Centre for Distanced Education, University of London

Practical Teaching Handbook (OER so can be adapted)

• Association of Colleges and University Educators Online Teaching Toolkit (videos, resources, examples in specific disciplines) and 6 key steps:
  • Welcoming students to the online environment
  • Managing your online presence
  • Organizing your online course
  • Planning and facilitating quality discussions
  • Recording effective microlectures
  • Engaging students in readings and microlectures
• teachonline.ca/fr, Contact North | Contact Nord – “Le portail teachonline.ca fournit de l’information à jour au personnel enseignant et de formation qui font de l’enseignement en ligne et à distance, incluant des tendances et des outils.” (en français – teachonline.ca/fr) (in english teachonline.ca)

Very Basic Intro

• Advice Guide – How to be a better Online Teacher, The Chronicle of Higher Education (very basic guide)
• Jump-start teaching online by A. Trepanier & M. Petrovic-Dzerdz (Videos – English, French, German & Italian) (en Français)
• Online Teaching: Do this, Not That (Alison Yang) Infographic

Online Course Design for Humans

• Online Course Design for Humans: A workbook, Maureen Glynn
• The Single Most Essential Requirement in Designing a Fall Online Course, Cathy Davidson, HASTAC “Before we even think about a syllabus or videos or Zoom, think about what it means to be a student. Now.”

Master Shells to Manage Online Courses

• Master Course Shells (what are they &  why use them), Arizona State University

Tech

•  eCampusOntario Extend modules include the “techonologist” module centered on how to effectively address learning challenges using tech tools. Reach out to extend@ecampusontario.ca for additional support when deciding about the appropriate use of digital tools during this challenging time.
• Teaching online – How to look professional on camera while suddenly working from home? (free online “course” video) by Ann Emery who teaches data reporting. “Suddenly working from home? With barking dogs and screaming kids? With less-than-desirable tech equipment – or none at all?”

Anti-racist Resources for Educators

• (intro/learn about) The Importance of Addressing Racism in the Classroom with accompanying podcast, Centre for Teaching and Learning at the University of Alberta
• (intro, enact) Anti-Racist Pedagogy Guide: Methods and challenges, USC libraries
• Anti-Racist Pedagogy Guide: Resources to use in the classroom, USC libraries
• (intermediate/learn about systems) Webinar on Addressing Anti-Black Racism in Education (May 26, 2020), OISE (Video)
• Pedagogy & Whiteness (including white fragility), USC libraries
• White Fragility by Robin DiAngelo
  • Anti-Racism Handout by Robin DiAngelo including Basic Tenets of Anti-racist Education and Common White Patterns that obscure and protect racism
  • Handout on receiving feedback on your anti-racist work as a white person
  • Sentence starters for opening self-reflective conversations about
    racism (for white folks)
  • Books on White Fragility

Feminist (addressing prejudice against women including with considerations of racism effects on intersectional identities)

• Killing Joy: Feminism and the History of Happiness by Sara Ahmed – Journal article (editorial note: Why individuals raising concerns become labeled as being the problem)

Meta-resource list on anti-racism

• Resources against racism google doc list created by the ISSOTL Advocacy Group, started by 3MNTF Nicola Simmons and Otherine Neisler

Assessment Online

• Online Assessment Guide, Taylor Institute, University of Calgary
• Suggestions for replacing on-site exams, Kay Sambell & Sally Brown
• Adapting your assessments (Adapt face-to-face assessments,  primarily traditional exams, for remote assessment) by The Learning & Teaching Academy at Heriot-Watt University

Key Resources

• Academic Integrity Considerations for Online Assessments (March 2020), Academic Integrity Office, MacEwan University
• Academic Integrity in Online Courses: Adapting During COVID-19, Taylor Institute, University of Calgary 
  • • a webinar (video available) was hosted on March 25, 2020 by Dr. Sarah Elaine Eaton, PhD, Educational Leader in Residence, Academic Integrity.
• Academic Integrity Strategies (Video), Kristie Rae Dukewich, Teaching and Learning Commons, KPU
• Guidelines to Promote Academic Integrity in Online Classes (with a reference list) includes approaches such as:
  • • defining what constitutes cheating (e.g., can they look at their notes, can they use excel…)
    • Present students with learning outcomes and make subject matter meaningful.
    • Provide detailed grading criteria so students know how they will be graded (e.g., to reduce the uncertainty that may lead to academic integrity issues such as checking with peers)
    • Demonstrate intolerance for academic dishonesty and take appropriate action when cheating does occur
    • Guidelines for High-Stake Assessments (Tests & Exams) including multiple assessments with high-quality question stems and alternatives, and utilize higher order levels in Bloom’s Taxonomy and give open-book exams
• Academic Integrity & Remote Teaching, University of Saskatchewan including links to the:
  • • Sample – Open Book Exam Academic Integrity Statement
• Key strategies to help mitigate plagiarism in assignment design, University of Windsor
• 5 tips on moving to remote assessments with integrity, University of California San Diego
• Kelly. (2014). Promoting academic integrity in the online classroom. Faculty Focus.

Open-Book Exams

• A Guide for Academics – Open Book Exams, The University of Newcastle Australia (with example question stems)
• Summary: Several ways to reduce copying/academic dishonesty during an online or open-book exam are:
  • Time restrictions (also raises stress)
  • Randomization of the questions/answers/variables to prevent sharing answers, particularly shifting the values in a question.
  • Raising the level of Bloom’s taxonomy and requiring students to write answers (explain the difference between viruses and bacteria)
  • Changing the represent the information, such as creating a mindmap or verbally describing
  • Making expectations and what is allowed explicit
  • Open-book Exams: Provide the full list of concepts/formulas (so nothing to share) and randomize questions that require application or comparison with a reasonable amount of time. It’s possible to prepare for but requires preparing a very large document.
• Open-Book Studying Tips for students:
  • open-book exams from SFU
  • openbook tips for students including busting myths
• Research on Open-book exams:
  • Study showing no significant difference between students with closed book and open book exams in Anatomy that reviewed concepts or required critical thinking and clinical applications (Brightwell, R., Daniel, J-H., & Stewart, A. (2004). Evaluation: Is an open book examination easier?, Bioscience Education, 3(1), 1-10)

LMS/Online Exams & Academic Integrity

• Note: given many students are no longer on campus, stable internet access cannot be assumed as per usual/
• Best Practices for On-line Academic Integrity, Indiana University of Pennsylvania including
  • Use question sets to randomly generate quizzes or exams for each student. (with a guide for how to in Moodle)
  • Randomize multiple choice quiz or exam answers for each student. (with a guide for how to in Moodle)
  • Limit the duration, the number of attempts, and how the questions are delivered. (with a guide for how to do both in Moodle)
  • Limit the availability period of an exam. (with a guide for how to in Moodle)
  • Wait until the exam availability period ends before providing exam feedback. (with a guide for how to in Moodle)
  • Use “calculated questions” when constructing quizzes or exams that involve mathematical expressions with random values based on user-specified range that are automatically generated for each variable in the question. (with a guide for how to in Moodle)
  • Employ the use of browser “lock-down” software to reduce access to other software applications and data to prevent printing, copying, visiting websites and applications. (with a guide for how to in Moodle) (added note of caution: does not prevent phones or other devices from taking photos)
  • Adjust the weight of exams relative to the overall grade in the course, while increasing the weight of project and assignment activities. (with a guide for how to in Moodle)
  • Increase the number of open-ended or essay-style exam questions. (with a guide for how to in Moodle)
  • Increase the frequency of short notice (pop) quizzes. (with a guide for how to in Moodle) (added note of caution: pop quizzes could add stress and do not allow for scheduling child-care etc.)
  • Make students aware of Moodle’s tracking and logging abilities. (with a guide for how to access reports in Moodle)

Samples Statements

• (provided by an EDC community member) Foster appropriate student behaviour by discussing academic integrity with your class and:
  • 1. Putting McGill’s academic integrity statement on assignment and exam cover pages: “McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures” (see www.mcgill.ca/students/srr/honest/ for more information). (Approved by Senate on 29 January 2003)
  • 2. Asking students to agree in writing to an honour code is a recommended practice. Statements at the beginning of exams and assignments such as “I will be fair and honest in my coursework. I will neither give nor receive unauthorized aid on any assignments, quizzes, or exams” (Konheim-Kalkstein, Stellmack, & Shilkey, 2008, p. 3) have been shown to reduce the incidence of cheating. When students submit their work, you can ask them to sign a pledge, such as “I have neither given nor received unauthorized aid on this quiz/exam” (p. 3). 
  • Read more
    • Konheim-Kalkstein, Y. L., Stellmack, M. A., & Shilkey, M. L. (2008). Comparison of honor code and non-honor code classrooms at a non-honor code university. Journal of College and Character, 9(3). https://doi.org/10.2202/1940-1639.1115
    • Siev, S., & Kliger, D. (2019). Cheating in academic exams: A field study. In Dishonesty in Behavioral Economics (pp. 111-140). Academic Press. https://doi.org/10.1016/B978-0-12-815857-9.00008-X

Comprehensive Assessment Design Toolkit

• Assessment Toolkit, Centre for Distanced Education, University of London
• Exam & alternatives to exams (assessment toolkit, Part II), Centre for Distanced Education, University of London – includes assessment design that minimizes opportunities for academic misconduct.

*April 29th* Let’s talk about Virtual Internship Town Hall, BC Campus

Starting place/Sample Institutional:

• Experiential learning Continuity, University of Calgary

EL resources

• COVID-19 Responses, CEWIL Canada including:
  • tips for supervising students remotely
  • tips for onboarding students remotely
• Free webinar series, Thriving Through Chaos: How to Manage Your Mental and Emotional Well-Being and Help Your Clients Do the Same, hosted by CERIC

Practicums, internships, Co-op, Work-integrated learning

• COVID-19 MPH Practicum Frequently Asked Questions, Gillings School of Global Public Health, University of North Carolina at Chapel Hill
• Practicum Information for Faculty and TAs During COVID-19, School of Public Health, Harvard T.H. Chan
• Remote Processing Guidance in Response to COVID-19 (including for pharmacy interns), State of Ohio Board of Pharmacy
• Riipen.com – Platform enables work-integrated learning, co-op, and internships to occur entirely online. Offered free for the 2020 spring and summer quarters/terms to post-secondary institutions.

Labs & Simulations

• Quickly (and safely) move a lab course online, Heather R. Taft, The Chronicle of Higher Education
• online Science lab options listed on the Google doc by Susanmarie Harrington (Director, Writing in the Disciplines Program, Professor of English, University of Vermont) – see the Science section in it: https://docs.google.com/document/d/1bETUv-mk1R3zLhiGCCPw8s9ahGvVUKje4kjHY6CkXgE/edit#heading=h.1e7mzr6sqwlp
• Alternatives for Labs_list by Erik-Brogt (pdf opens in this window) organized by learning outcome, created by Dr. Erik Brogt, Associate Professor (Reader), University of Canterbury.
• Geology – UK Virtual Microscope, virtual microscope.org (CC By-NC-SA unless third party materials and otherwise stated)
• Biochemistry & molecular biology – Simulations of laboratory practical classes (basic and free) created 1982 – 2006 by David A Bender, Dept of Biochemistry and Molecular Biology, UCL
• a succinct resource about remote science labs, Harvard – provides advice for converting labs focused on learning techniques, on interpreting experimental data, or on project-based lab research
• Sciences – Online Resources for Science Laboratories Remote Teaching Spreadsheet, POD – A number of lab instructors have been contributing
• Geology – Geoscience Online Teaching Resources spreadsheet
• Ecological Sciences –Ecology / Env Sci Field Online Learning Resources
• Physics – PhET Interactive Simulations, University of Colorado Boulder
• Business – Simulations, Harvard Business Publishing Education – including Macroeconomics, Marketing, marketplace, and organizational design
• Nursing –  Virtual Simulations (scenarios)
• First Responders, Public Safety & Emergency Response, Education, Government, Finance, Oil & Gas, and Property Management – Praxis Simulations (suggested by ED community)

Accessibility in e-Learning

• Accessibility in e-Learning: What You Need to Know, Prepared on behalf of the Council of Ontario Universities by Greg Gay, Inclusive Design Research Centre, OCAD University.
• Accessibility in e-learning, Accessible Campus, Council of Ontario Universities
• Accessibility to E-Learning for Persons With Disabilities: Strategies, Guidelines, and Standards, Norquest College

Limited internet

• Assisting Students with Limited Access to Technology, Centre for Excellence in Learning & Teaching, Ryerson University
• Videoconferencing Alternatives:… “low-bandwidth” teaching, iddblog
• Even without internet at home, students can keep learning, Jeff Kurtz, Solutions Engineer, Google for Education – for enabling offline access for G Suite and Chromebooks

Teaching international students & across time zones

• Strategies for Teaching Students in Different Time Zones, Eberly Centre: Teaching Excellence & Educational Innovation, Carnegie Mellon University

Open Resources & Open Textbooks

• Ouvrir les ressources de continuité académique, eCampusOntario (Bibliothèque ouverte – dans la barre latérale de recherche, sélectionnez la langue française; studio H5P; Pressbooks) (en français)
• Open Academic Continuity Resources, eCampusOntario (Find a resource – Open library, H5P Studio, Pressbooks)
• Find Open Textbooks, BCcampus Open Education

Accessibility, Diversity, Inclusive Teaching

• Accessibility of online/digital materials, Camosun – how to make your course materials accessible
• Inclusive Teaching at RMIT: A Diversity of Learners, RMIT University (4 page list)

LGBTQI

• Supporting Preferred names and pronouns, John Hopkins University
• Recognize with COVID-19, some students may need to change back their names. Zoom settings include an option to allow attendees to rename themselves.

CNAR Coping with Covid

• Regulatory Examinations (Video Recording), Canadian Network of Agencies for Regulation
• Virtual Proctoring (Video Recording), Canadian Network of Agencies for Regulation

For changing assessments:

• Rethinking Your Final Assessments, Centre for Excellence in Learning & Teaching, Ryerson University
• Academic Integrity & Remote Teaching, University of Saskatchewan including links to the:
  • Sample – Open Book Exam Academic Integrity Statement
• Suggestions for replacing on-site exams, Kay Sambell & Sally Brown

Making Decisions about Assessment Alternatives

• Five Principles for Making Decisions about Assessment in Challenging Times, McGill University
• Contingency planning: exploring rapid alternatives to face-to-face assessment (by Sally Brown and Kay Sambell; UK context)
• Preparing for Alternative Course Delivery during Covid-19 (table with options), Center for Teaching Innovation, Cornell University (Readiness Quizzes,  Guides, and Strategies).
• APSC – Important APSC and UBC COVID-19 Documents, UBC
• Alternative assessment methods, Taylor Institute, University of Calgary
• Assessment when conventional examinations are not possible, Centre for Distance Education, University of London (includes detailed description of issues and approaches)

Technology

• Remote Exam Kit, Portland State University (Principles and details for D2L LMS)
• Tests on Blackboard, Baylor College of Medicine (tips for tests on blackboard LMS)
• Effective quiz practices, Moodle

Takehome exams

• 5 Tips for Using Take-Home Exams (March 2020), Office of Teaching and Learning Services, MacEwan University
• Take-Home Exams in Higher Education: A Systematic Review (2019; open access article)

Remote proctoring

• Remotely proctoring exams with Proctorio, UBC

Assessment Resources/ tools being used (March 17th webinar)

• Respondus Exam Builder, Lockdown Browser and Monitor
• alternate modes of assessment / UDL
• 24-hour take-home tests; take-home exams — need resources for students as well since this format may not be familiar to them; d2L limited time exams, with randomization and Faculty available on Zoom for any inquiries about the test.
• Oral Exams using Zoom (small courses)
• Listen to students
•  tools created by Cogneeto (peerScholar and mTuner) are available at no cost during this crisis
• Portfolios
• Peer Assessment (6 is the number for reliability…)
• For seminars/group projects the students will be asked to submit 3-min voice-over PowerPoint presentations, with a graded discussion board associated with it for peer feedback.

Moving online rapidly involves considering the aims (learning outcomes), available access, ways to communicate, ways to share materials, and ways to assess online or remotely.

Key Resources for moving online:

• Going Remote, York University has “Common Challenges” section with practical resources for organizing course, sharing content, engaging students, providing feedback and making course accessible
• Preparing for Alternative Course Delivery during Covid-19, Center for Teaching Innovation, Cornell University including (Readiness Quizzes & Strategies)
• Transitioning to remote studies mid-stream: Teaching strategies for student independence and success by Kathleen M. Bortolin. (Specific steps)
• Five tips for moving teaching online as COVID-19 takes hold, Nature (article by Virginia Gewin)

Comprehensive & Free Step-by-Step

• Course on Moving Your Face-to-Face Course Online Quickly, MacEwan University (Note: access the modules using the side bar)

Key Resources for Interacting with students online

• SOAS E-Pedagogy Guidance for running a smoother online/remote teaching session (pdf), Centre for Innovation in Teaching and Learning, University of London
• Leading Successful Virtual Classroom Sessions, Lynsey Duncan, Instructional Designer, Learning and Creative Services
• Four good ways to help your students now in “How to move your teaching online – fast”, Centre for Distanced Education, University of London

Ressources (en français)

• Ressources pour l’enseignement et la notation pendant l’éclosion de COVID-19 et d’autres perturbations, Laurentian (en français)
• Continuité de l’enseignement, TLSS-uOttawa
• teachonline.ca/fr, Contact North | Contact Nord – “Le portail teachonline.ca fournit de l’information à jour au personnel enseignant et de formation qui font de l’enseignement en ligne et à distance, incluant des tendances et des outils.” (en français – teachonline.ca/fr) (in english teachonline.ca)
• Ouvrir les ressources de continuité académique, eCampusOntario (Bibliothèque ouverte – dans la barre latérale de recherche, sélectionnez la langue française; studio H5P; Pressbooks) (en français)

Remote vs. Online

• • MUN CITL definition of remote vs. Online and a student version 
  • The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE

Fast-track development with OER or existing resources

• Using OER:
  • • Lumenlearning.com
    • OER Commons
    • open.bccampus.ca
    • Open library, e-campus Ontario
• fully developed online courses at Saylor.org or

Additional Educator Advice

• 10 strategies for online learning during a coronavirus outbreak, ISTE by Jennifer Snelling & Diana Fingal
• Transition to Online Learning Guidance v1.0 18-3-20 (word document), Shiv Shanmugam
• Higher Ed Guidance During COVID-19: Teaching, Learning & Student Support, Open google doc led by @laurapasquini
• Fast switch to e-learning videos, Virna Rossi (educational developer based in London, UK)
  • Introduction to fast switch series (Video, 5:38 minutes)
  • Where do I start from, when switching to e-learning? (Video, 5:51 minutes)
  • How do I support my students emotionally? (Video, 6:15 minutes)
  • How do I set up students for e-learning? (Video, 6:08 minutes)
  • Which platform should I use for video-conferencing? (Video, 4:51 minutes) [recommend using your institution’s preferred platform as they can support and have vetted privacy issues]
  • How do I up my IT capabilities to cope with e-learning? (Video, 5:40 minutes)
  • Lesson starters in e-learning (Video 31:47 minutes) – recommended by STLHE community member “full of good ideas and has an impressive international panel of speakers”

Tech Advice

• 3 Quick Tools To Get You Teaching a Course in D2L’s Brightspace, D2L
• (How to manage discussions) Recommendations For Effective Course Moderation, Jeff Salin, Learning Solutions Consultant, Learning and Creative Services D2L
• Ouvrir les ressources de continuité académique, eCampusOntario (Bibliothèque ouverte – dans la barre latérale de recherche, sélectionnez la langue française; studio H5P; Pressbooks) (en français)
• Open Academic Continuity Resources, eCampusOntario (Find a resource – Open library, H5P Studio, Pressbooks)

• Going Remote, York University
• Learning Continuity Kit, Humber – sections for specific tasks (e.g., move lectures online)
• Teaching Continuity, University of Calgary (essentials)
• Resources to support instructors in rapidly moving their courses, Western University
• Continuité de l’enseignement, TLSS-uOttawa (en français)
• Laurentian University (en français and English)
  • Ressources pour l’enseignement et la notation pendant l’éclosion de COVID-19 et d’autres perturbations, Laurentian (en français)
  • Resources for teaching and grading during the COVID-19 outbreak and other disruptions, Laurentian (in English)
• Supporting Students in Times of Crisis: Guidance for Instructors, from COVID-19 Response: Supporting Students in Times of Uncertainty, College Transition Collaborative
• Remote Teaching, Queen’s University includes a handy table outlining approaches for activities such as:
  • Communicate with Students
  • Hold Office Hours
  • Course Content
  • Individual or Group Presentations, Projects, and Assignments
  • Lectures
  • Quizzes, Tests, and Exams
  • Grading and Feedback
• Remote Teaching, University of Regina
• Teaching Continuity Guide for Unplanned Course Interruptions, McGill University
• “Teaching Effectively During Times of Disruption”, University of Alberta (virtual office hours via zoom including March 14-15 weekend)
• Keep Teaching, Indiana University (really clean, simple information)
• Keep Teaching, Illinois University (widely circulated)
• Planning and recovering from a Course Disruption, Niagara College (Open: CC BY 4.0 – licensed all of the content under the creative commons (CC BY 4.0), so you are welcome to adapt, adopt or repurpose this material as you wish.) (LMS = Blackboard) Includes information to assist faculty to:
  • Get prepared before a course disruption
  • Prepare to adapt a course plan
  • Leverage technology to support learning
  • Decide what course elements might move online
• COVID-19 – Student Remote Guide & Resources, NYU School of Global Public Health

• *Multiple Disciplines in this Google doc by Susanmarie Harrington (Director, Writing in the Disciplines Program, Professor of English, University of Vermont) – see the disciplinary resources section in it: https://docs.google.com/document/d/1bETUv-mk1R3zLhiGCCPw8s9ahGvVUKje4kjHY6CkXgE/edit#heading=h.1e7mzr6sqwlp (Note: too many editors simultaneously will lock a google doc. If you find it locked, just request edit access.)
• Health Sciences – Health sciences faculty resources for remote teaching including specific strategies, Queen’s University.
• Music – Deal with Coronavirus and Distance Learning for Ensembles (and Conducting Class),College Band Directors National Association
• See Labs for alternative/online lab options in geology, biochemistry and molecular biology

Sample information posted regarding GA/TA

• Graduate Teaching Assistants (GATs) Teaching and Learning Continuity Information, University of Calgary
• Academic Continuity at U of T: Tip Sheet for TAs, University of Toronto
• The School of Grad and Postdoctoral Studies at Western University has messages (all listed at https://grad.uwo.ca/covid19gta.html) and have asked for the following language to be included in our supports for instructors:
  • • “Workshops [and supports for rapidly moving courses online] will be open to GTAs, but course instructors remain responsible for the form and content of the online material, as well as for their GTAs’ hours of employment.  Under the current circumstances it is reasonable to substitute new duties not previously outlined in the Duties Specification Agreement, but they should not exceed the number of hours remaining in the contract. Supervisors should also be aware that attendance at workshops or any other time spent acquiring new competencies must be counted as part of the GTA’s workload.”
• University of Windsor has a GA/TA Network – and they are holding dropin hours for GAs and TAs http://mediawikibe.uwindsor.ca/wiki/index.php/COVID-19_Preparedness_Workshops
• Western University is holding online programs & workshops for TAs https://taylorinstitute.ucalgary.ca/teaching-continuity-gats

• Teaching Online programme (course), Epigeum
• Blended Learning programme (course), Epigeum
• List of publishers with free content during Covid-19, curated by Connelly Library at La Salle University
• Internet – Shaw-Go-Wifi hot spots are open to anyone in Canada where they are possible to physically access (in the US, Comcast and Spectrum/Charter services are offering free internet to students even at home)

• EDC Listserv – Educational Developers Caucus Listserv
• Pandemic Pedagogy Facebook group
• #LTHE Chat – special edition supporting colleagues in contingency planning for Covid 19 (Learning and Teaching in Higher Education)
• The Chronicle of Higher Education’s coronavirus Facebook group

So you need to put your exam online? by Giulia Forsythe CC BY

Online Teaching: Do this, Not That (Alison Yang)

What is Asynchronous Course experience?

• Asynchronous Course (Video for students), Mount Saint Vincent University
  • • MSVU also outline multiple Course Delivery Modes

Tools for Asynchronous Learning

• Tools for Online Asynchronous Learning, Centre for Teaching and Learning, Wiley Education Services

Hyflex courses (remote synchronous, remote asynchronous and in person)

• Interview of Jenni Hayman, Cambrian College about Hyflex teaching by Ken Steele. She notes 9 institutions that are using Hyflex including University of Michigan @9:30
• Education (Ken Steele) blog post on HyFlex Learning
• “Hyflex Lab at University College”, University of Denver
• e.g., HyFlex Statistics Computer Lab with R, University of Michigan “for a HyFlex model, students are given the decision about whether to attend class face-to-face or synchronously online.”