HYBRID approach in School of Art:

innovative and resilient, online-offline model of teaching provision drawing on the University of Edinburgh Near Future Teaching Project

For background, see book chapter by Neil Mulholland: link-springer-com.ezproxy.is.ed.ac.uk/chapter/10.1007/978-3-030-20629-1_6

Synchronous

What currently synchronous teaching (course inductions, lectures, demonstrations, etc.), can be easily made asynchronous?

• e.g. record course inductions, lectures and demonstrations in advance and place in the VLE.
• Follow up asynchronous with synchronous Q&A on Blackboard Collaborate.

Aim to teach all synchronous activity on campus at 2m distance.
If campus is closed; have a clear backup plan to teach synchronously online.
∴ only schedule synchronous activity on campus if it can be backed-up online. Only assess an assignment/LO if it can be assessed online. No backup, don’t run it!

Need to accommodate different time zones:

• ∴ use of Calendy for 1:1 appointments and surgeries calendly.com (tells local time in the zone students are working in)
• ∴ running repeat sync Q&A sessions for groups using Blackboard Collaborate
• ∴ Mixed mode triad crits: 1x staff, 1x student on campus, 1x student online. Enables 2m social distancing while keeping on/off campus students in dialogue. Minimises transactional distance elearningindustry.com/tips-minimize-transactional-distance-elearning.
• Telepresence to minimise transactional distance.: placing “always- on” or “drop-in” VoIP camera and monitor in each studio to ensure that staff and students can study together at any time.
• Use of time-boxed stand-up meetings on MS Teams for courses to minimise transactional distance. Stand-ups last no more than 15mins and take place 2-3 time per week. Keeps people connected and informed. en.wikipedia.org/wiki/Stand-up_meeting

List of tools that are currently being used for synchronous teaching in the School of Art:

• MS Teams (using groups set up by Admin) / MS Teams can also be used for formative feedback
• Blackboard Collaborate (set up within MyEd and add to Learn)
• Skype (for Business)
• Whiteboard in Microsoft Office 365 for live whiteboarding
• WordPress can be adapted for live conferences and webinars:
  – wordpress.org/plugins/tags/conference/
  – Conferencer for WP BuddyPress for WP
  – Hopin for live conferences and webinars hopin.to/

Synchronous resources used outside of University of Edinburgh that students often use for their work:

• Zoom for very large groups; webinars; large swarms, hackathons, edit-athons. (NB: University of Edinburgh doesn’t recommend Zoom; it’s known to spread malware.)
• House Party for larger groups that want to have breakout rooms (Quarantini) netsanity.net/what-is-house-party-app/
  app.houseparty.com/login
• Whatsapp (secure end-to-end but need mobile numbers)
• Facebook Messenger
• Twitter
• Instagram
• minecraft.net and other sandboxes people meet in virtually such as Roblox, etc.

Asynchronous, Time-Shifting

• All asynchronous aspects of teaching are, by default, online
• All asynchronous teaching adopts a flipped classroom (= flipped studio)
  model www.ed.ac.uk/institute-academic-development/learning-teaching/funding/funding/previous-projects/year/march-2014/flipped-classroom

List of resources that are currently being used for asynchronous teaching in the School of Art, supported by UoE IS:

• LEARN – use this as the course handbook, as the summative assessment site and as a link to other platforms such as:
  • WordPress blogs.ed.ac.uk (each course can have its own WP. WP can act as the VLE if required or can be where students show their work to each other, etc.)
    MS Teams for Assessments (formative especially)
  • PebblePad for e-portfolios www.ed.ac.uk/institute-academic-development/postgraduate/taught/career-development/pebblepad
  • Whiteboard in Microsoft Office 365 www.microsoft.com/en-gb/microsoft-365/microsoft-whiteboard/digital-whiteboard-app
  • Endnote
    Web www.myendnoteweb.com and www.ed.ac.uk/information-services/help-consultancy/is-skills/catalogue/information-literacy/managing-references-with-endnote-flipped-classroom
  • PeerMark (part of Turnitin, within LEARN) asynchronous peer review
  • Mediahopper media.ed.ac.uk/ for a/synchronous A/V editing, sharing and feedback
  • Open Educational Resources
    – (OpenEd) www.ed.ac.uk/information-services/learning-technology/open-educational-resources
    – LinkedIN Learning (1,000s of teaching resources for staff and students) www.linkedin.com/learning/
    e.g. Essential Photoshop www.linkedin.com/learning/photoshop-2020-essential-training-the-basics/welcome-to-the-photoshop-essential-training-series?u=50251009

Asynchronous workspaces currently being used for asynchronous teaching in the School of Art (non-UoE supported):

• Trello – easy to use visual kanban for working on projects in groups; can be integrated easily with MS Teams trello.com
• Art Spaces – Kunstmatrix artspaces.kunstmatrix.com/en For creating virtual gallery/project spaces to install virtual work within
• VR Designer www.artsteps.com/
• Padlet for visualisation and decollage padlet.com/features Notion www.notion.so/ (all in one workspace)
• Tiddlywiki (microsite for wiki edit-a-thons) tiddlywiki.com/

[From Neil Mulholland]