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Web and Video Conferencing (Zoom) | Academic Technology
Integrating an effective audio system into a classroom is a huge endeavor, involving buy-in at all levels from the program level up to the university level. Moreover, AV systems involve IT support to troubleshoot issues within minutes, not days. Not all classroom IT support units can be that responsive. As a faculty, I try to reach the physical classroom at least 30 minutes before the class start time to ensure the technology is fully operational. In spite of doing that, I would sometimes still run into issues because another faculty who had used the classroom before me may have altered the system settings or the classroom IT unit may have changed the technology configuration in some way which impacted the previous regular procedures.
All in all, keeping up with the technology is extremely time consuming and sometimes unfortunately wastes some instructional time. As I understand adoption, during the first round of HyFlex implementation in a program there is possibly more excitement about the new opportunities available for students and even faculty. Further, during the post initiation stage, technology upgrades that may be necessary can be an unwelcome budget request when considered among the many other competing department, college and university priorities.
In my opinion, adopting HyFlex should be looked as as a long-term commitment and not a quick fix for a student attendance problem. A systematic and systemic readiness check is a must to avoid student and faculty frustration and a consequential abandoning of the approach due to lack support on various fronts. In promoting the use of HyFlex, supporting the faculty in the following ways may lead to its increased adoption.
In my six years of teaching using HyFlex regularly in the earlier years and then moving to more occasional use over time , I realized that if the Learning Management System LMS were built to integrate the approach naturally with additional capabilities designed to support multiple modes of participation, there might be faster adoption. For example, LMS systems or support units could provide suggestions to convert a face-to-face activity into asynchronous class activity with built-in context-sensitive help.
Perhaps, with recent development advancing the field of learning analytics this can be possible to a greater extent. Teaching with technology poses challenges with regards to the faculty skillset. There are many skills that become imperative if you do not wish to disrupt the class on a regular basis: knowledge of classroom hardware, operating system and presentation software, and media content development, such as videos and other authoring software development platform.
Before teaching a HyFlex class, the faculty should be well prepared to meet not only the challenges of teaching both in the classroom and online, but also in using the provided technology to instruct effectively.
King, W. A meta-analysis of the technology acceptance model. Kirschner, P. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41 2 , She received her Ph. Before joining SF State, she was the project manager and postdoctoral research associate of an NSF project studying the effects of using 3-D virtual reality technologies in training mathematics educators.
She also won the Certificate of Merit Award for a game she developed for students of nursing education. Hybrid-Fle xible Course Design Cover Unit I. Unit II. Implementat ion and Adoption of Hybrid-Fle xible Instruction Unit III.
Hybrid-Fle xible Implementations Around t he World Appendices Loading Mobile PDF Optimized for tablets 5. Embed Code QR Code. Simple Downloads Share Search. Unit I. Beginnings 1. Implementation and Adoption of Hybrid-Flexible Instruction 2. Teaching a Hybrid-Flexible Course 2. Learning in a Hybrid-Flexible Course 2. Supporting Hybrid-Flexible Courses and Programs 2. Hybrid-Flexible Implementations Around the World 3. Fitting Flexibility Across the Curriculum 3.
One Size Fits None 3. HyFlex in Northern Ontario 3. Participants can simply select the meeting link to join a session without logging in. What is it? Support Documents Contact: Phone: Email: at sfsu. How to get started. Guidelines and recommendations. Zoom meetings can accommodate up to people per meeting at a time. If you require a session for more than people, contact at sfsu.
Note: Webinars function slightly differently than normal meetings do, so some special considerations need to be taken into account when hosting a webinar instead of a normal Zoom meeting. If you are looking to host a Zoom meeting for something like office hours or one-on-one sessions, the suggestion would be to schedule with your participants directly and set up a unique meeting for one-on-one sessions.
For open office hours, you can use the waiting room feature to hold a queue of participants for a meeting. View the Zoom best practices documents to get more information on securing your Zoom meetings , making your video look better , and accessibility. How people are using this tool.
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