{"id":147,"date":"2020-05-19T11:26:18","date_gmt":"2020-05-19T11:26:18","guid":{"rendered":"http:\/\/digital.eca.ed.ac.uk\/hybridteaching\/?p=147"},"modified":"2020-05-20T07:11:24","modified_gmt":"2020-05-20T07:11:24","slug":"hybrid-teaching-in-art","status":"publish","type":"post","link":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/hybrid-teaching-in-art\/","title":{"rendered":"HYBRID teaching in Art"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong>HYBRID approach in School of Art:\n<\/strong><\/h2>\n\n\n\n<p>innovative and resilient, online-offline model of teaching provision drawing on the University of Edinburgh Near Future Teaching Project <\/p>\n\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/files\/2020\/05\/Hybrid-SofA.pdf\">PDF version of this page<\/a><a href=\"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/files\/2020\/05\/Hybrid-SofA.pdf\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n\n<blockquote class=\"wp-block-quote\">For background, see book chapter by Neil Mulholland: <a href=\"https:\/\/link-springer-com.ezproxy.is.ed.ac.uk\/chapter\/10.1007\/978-3-030-20629-1_6\">link-springer-com.ezproxy.is.ed.ac.uk\/chapter\/10.1007\/978-3-030-20629-1_6<\/a><\/blockquote>\n\n\n<p><\/p>\n\n\n<h4 class=\"wp-block-heading\"><strong>Synchronous\n<\/strong><\/h4>\n\n\n\n<p>What currently synchronous teaching (course inductions, lectures,\ndemonstrations, etc.), can be easily made asynchronous?\n<\/p>\n\n\n\n<ul><li>e.g. record course inductions, lectures and demonstrations in advance and place in the VLE.<\/li><li> Follow up asynchronous with synchronous Q&amp;A on Blackboard Collaborate. <\/li><\/ul>\n\n\n\n<p>Aim to teach all synchronous activity on campus <strong>at 2m distance<\/strong>.<br>If campus is closed; have a clear backup plan to teach synchronously online.<br><strong>\u2234<\/strong> <strong>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\u2019t run it! <\/strong><\/p>\n\n\n\n<p>Need to accommodate different time zones:<\/p>\n\n\n\n<ul><li> \u2234 use of Calendy for 1:1 appointments and surgeries <a href=\"https:\/\/calendly.com\">calendly.com<\/a> (tells local time in the zone students are working in)<\/li><li> \u2234 running repeat sync Q&amp;A sessions for groups using Blackboard Collaborate<\/li><li> \u2234 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 <a href=\"https:\/\/elearningindustry.com\/tips-minimize-transactional-distance-elearning\">elearningindustry.com\/tips-minimize-transactional-distance-elearning<\/a>.<\/li><li> Telepresence to minimise transactional distance.: placing &#8220;always- on&#8221; or &#8220;drop-in&#8221; VoIP camera and monitor in each studio to ensure that staff and students can study together at any time. <\/li><li>Use of time-boxed <strong>stand-up meetings on MS Teams for courses <\/strong>to minimise transactional distance. Stand-ups last no more than 15mins and take place 2-3 time per week. Keeps people connected and informed. <a href=\"https:\/\/en.wikipedia.org\/wiki\/Stand-up_meeting\">en.wikipedia.org\/wiki\/Stand-up_meeting<\/a> <\/li><\/ul>\n\n\n\n<p>List of tools that are currently being used for synchronous teaching in the\nSchool of Art:\n<\/p>\n\n\n\n<ul><li>MS Teams (using groups set up by Admin) \/ MS Teams can also be used for formative feedback<\/li><li> Blackboard Collaborate (set up within MyEd and add to Learn)<\/li><li> Skype (for Business) <\/li><li>Whiteboard in Microsoft Office 365 for live whiteboarding <\/li><li>WordPress can be adapted for live conferences and webinars: <br>&#8211; <a href=\"https:\/\/wordpress.org\/plugins\/tags\/conference\/\">wordpress.org\/plugins\/tags\/conference\/<\/a><br>&#8211; Conferencer for WP BuddyPress for WP <br>&#8211; Hopin for live conferences and webinars <a href=\"https:\/\/hopin.to\/\">hopin.to\/<\/a> <\/li><\/ul>\n\n\n\n<p>Synchronous resources used outside of University of Edinburgh that students\noften use for their work:\n<\/p>\n\n\n\n<ul><li>Zoom for very large groups; webinars; large swarms, hackathons, edit-athons. (NB: University of Edinburgh doesn\u2019t recommend Zoom; it\u2019s known to spread malware.)<\/li><li>House Party for larger groups that want to have breakout rooms (Quarantini) <a href=\"https:\/\/netsanity.net\/what-is-house-party-app\/\">netsanity.net\/what-is-house-party-app\/<\/a><br><a href=\"https:\/\/app.houseparty.com\/login\">app.houseparty.com\/login<\/a><\/li><li>Whatsapp (secure end-to-end but need mobile numbers) <\/li><li>Facebook Messenger<\/li><li>Twitter<\/li><li>Instagram <\/li><li><a href=\"https:\/\/minecraft.net\">minecraft.net<\/a> and other sandboxes people meet in virtually such as Roblox, etc. <\/li><\/ul>\n\n\n\n<p><strong>Asynchronous, Time-Shifting\n<\/strong><\/p>\n\n\n\n<ul><li>All asynchronous aspects of teaching are, by default, online<\/li><li>All asynchronous teaching adopts a flipped classroom (= flipped studio) <br>model <a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/funding\/funding\/previous-projects\/year\/march-2014\/flipped-classroom\">www.ed.ac.uk\/institute-academic-development\/learning-teaching\/funding\/funding\/previous-projects\/year\/march-2014\/flipped-classroom<\/a> <\/li><\/ul>\n\n\n\n<p>List of resources that are currently being used for asynchronous teaching in\nthe School of Art, supported by UoE IS:\n<\/p>\n\n\n\n<ul><li>LEARN &#8211; use this as the course handbook, as the summative assessment site and as a link to other platforms such as: <ul><li>WordPress <a href=\"https:\/\/blogs.ed.ac.uk\">blogs.ed.ac.uk<\/a> (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.)<br> MS Teams for Assessments (formative especially) <\/li><li>PebblePad for e-portfolios <a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/postgraduate\/taught\/career-development\/pebblepad\">www.ed.ac.uk\/institute-academic-development\/postgraduate\/taught\/career-development\/pebblepad<\/a> <\/li><li>Whiteboard in Microsoft Office 365 <a href=\"https:\/\/www.microsoft.com\/en-gb\/microsoft-365\/microsoft-whiteboard\/digital-whiteboard-app\">www.microsoft.com\/en-gb\/microsoft-365\/microsoft-whiteboard\/digital-whiteboard-app<\/a> <\/li><li>Endnote <br>Web <a href=\"https:\/\/www.myendnoteweb.com\">www.myendnoteweb.com<\/a> and <a href=\"https:\/\/www.ed.ac.uk\/information-services\/help-consultancy\/is-skills\/catalogue\/information-literacy\/managing-references-with-endnote-flipped-classroom\">www.ed.ac.uk\/information-services\/help-consultancy\/is-skills\/catalogue\/information-literacy\/managing-references-with-endnote-flipped-classroom<\/a> <\/li><li>PeerMark (part of Turnitin, within LEARN) asynchronous peer review <\/li><li>Mediahopper <a href=\"https:\/\/media.ed.ac.uk\/\">media.ed.ac.uk\/<\/a> for a\/synchronous A\/V editing, sharing and feedback <\/li><li>Open Educational Resources<br>&#8211; (OpenEd) <a href=\"https:\/\/www.ed.ac.uk\/information-services\/learning-technology\/open-educational-resources\">www.ed.ac.uk\/information-services\/learning-technology\/open-educational-resources<\/a><br>&#8211; LinkedIN Learning (1,000s of teaching resources for staff and students) <a href=\"https:\/\/www.linkedin.com\/learning\/\">www.linkedin.com\/learning\/<\/a> <br>e.g. Essential Photoshop <a href=\"https:\/\/www.linkedin.com\/learning\/photoshop-2020-essential-training-the-basics\/welcome-to-the-photoshop-essential-training-series?u=50251009\">www.linkedin.com\/learning\/photoshop-2020-essential-training-the-basics\/welcome-to-the-photoshop-essential-training-series?u=50251009<\/a> <\/li><\/ul><\/li><\/ul>\n\n\n\n<p>Asynchronous workspaces currently being used for asynchronous teaching in the\nSchool of Art (non-UoE supported):\n<\/p>\n\n\n\n<ul><li>Trello &#8211; easy to use visual kanban for working on projects in groups; can be integrated easily with MS Teams <a href=\"https:\/\/trello.com\">trello.com<\/a><\/li><li> Art Spaces &#8211; Kunstmatrix <a href=\"https:\/\/artspaces.kunstmatrix.com\/en\">artspaces.kunstmatrix.com\/en<\/a> For creating virtual gallery\/project spaces to install virtual work within \n<\/li><li>VR Designer <a href=\"https:\/\/www.artsteps.com\/\">www.artsteps.com\/<\/a><\/li><li> Padlet for visualisation and decollage <a href=\"https:\/\/padlet.com\/features\">padlet.com\/features<\/a> Notion <a href=\"https:\/\/www.notion.so\/\">www.notion.so\/<\/a> (all in one workspace)<\/li><li> Tiddlywiki (microsite for wiki edit-a-thons) <a href=\"https:\/\/tiddlywiki.com\/\">tiddlywiki.com\/<\/a> <\/li><\/ul>\n\n\n\n[From Neil Mulholland]\n","protected":false},"excerpt":{"rendered":"<p>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, &hellip; <a href=\"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/hybrid-teaching-in-art\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[8,10,11,9],"acf":[],"_links":{"self":[{"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/posts\/147"}],"collection":[{"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/comments?post=147"}],"version-history":[{"count":11,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/posts\/147\/revisions"}],"predecessor-version":[{"id":170,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/posts\/147\/revisions\/170"}],"wp:attachment":[{"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/media?parent=147"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/categories?post=147"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/digital.eca.ed.ac.uk\/hybridteaching\/wp-json\/wp\/v2\/tags?post=147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}