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Hands-on workshop: Instructional Flow Matrix: A Conceptual Tool for Hybrid Learning Design (Workshop)

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What:
Workshop
When:
11:30 AM, Monday 2 May 2022 (1 hour)
Breaks:
Break - Join us in the Hallway!    12:30 PM to 01:00 PM (30 minutes)
Where:
  Virtual session
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Theme:
Track: Learning Experience Design

Instructional Flow Matrix: A Conceptual Tool for Hybrid Learning Design

La matrice de flux instructionnel: outil conceptuel pour l'apprentissage hybride

Neus Lorenzo, Universitat d'Andorra; and Ray Gallon, Université de Strasbourg

 

Track: Learning experience design/ Volet: Conception des expériences d’apprentissage

Type: One-hour Workshop 

Education during Covid suffered a planetary setback that will take years to overcome. UNESCO continues to denounce the unprecedented number of dropouts, especially among girls in undeveloped countries, and in developed countries among communities with high economic vulnerability. The European Union is calling attention to the inequity of remote teaching and learning processes during lockdowns, due to teachers’ low mastery of remote learning devices and different levels of family digital readiness. Traditional learning has had to make a sudden adaptation from face-to-face to eLearning or mixed systems. Many schools are still maintaining a dual (hybrid) model, where face-to-face and eLearning can be simultaneous or asynchronous. Having some students at home and some in the classroom at the same time has forced teachers to acquire new communication skills to enable them to provide attention to both groups (modulating voice, posture, and gestures differently). They have also had to develop different abilities and teaching techniques adapted to the specific digital tool or platform used during the session at school, and to the personal immersive context of each student at home (available computer time, connectivity, personal and family environment, etc.). 

Fatigue, anxiety, and emotional unbalance have been reported everywhere, creating new concerns for educators. The so-called “Zoom fatigue,” for example, refers not just to tiredness from staring at a screen for too long too often, but, as Robby Nadler of UC Santa Barbara has stated, from “the complexity of the interpersonal interactions due to the specific spatial dynamics taking place in video conferences” that requires additional cognitive effort to interact with others using this medium. Instructional sessions now need to be transformed into more active experiences, where learners can engage in tasks using gamified activities, simulated scenarios for learning-by-doing, and real interactive situations, to facilitate their engagement for more effective learning. Mixing real-life activities with digital immersive realities is becoming a new field of research, and a pedagogical challenge 

To address some of the uncertainties of these extremely complex educational scenarios, we need to consider new variables when developing school projects, unit plans, and classroom/remote sessions. 

 

This workshop presents a simple framework along three axes to identify, classify, and create different instructional flows on a visual matrix (a cube where all learning methods, approaches, or itineraries can be located). With several short hands-on activities, without any special software, attendees can explore and structure multiple possible educational approaches. The three axes are: 

• The human interaction environment – the design of different spaces for teaching and learning that can range from traditional face-to-face classrooms to mediated self-access platforms, dual classes, and immersive virtual universes. 

• Institutional recognition of content (curricular integration) – development of new acceptance criteria, related to social appreciation and curricular incorporation. This can vary from the most formal and structured course in a school or a university to the non-formal courses available on the Internet and can include the most informal interactions, which are also useful for students to learn. 

• The cognitive learning process – an offer of multiple paradigms and taxonomies (e.g., Piaget’s Constructivism, Bloom’s pyramid of abstract knowledge-building, Gardner’s psychological theory of Multiple Intelligences, or the neuroscientist approach of the Universal Learning Design developed in Harvard). This enriched pedagogical resource helps teachers find support when developing their teaching methods, plans, and strategies. 

It is obvious that the unusual educational context resulting from this global pandemic will leave a large educational and social gap among children and youngsters in the next generation everywhere in the world. This workshop is designed to help alleviate some of the problems we are likely to encounter. The model of instructional flow it proposes can be used to reduce the digital gap. It can help provide support to girls who, in some cultures, may be prevented from going back to school in order to enter traditional family care roles, early marriages, or low-paid work-at-home labour markets. It can also strengthen students who, left to their own devices, are often vulnerable to cultural bias, privacy menaces and fake news dissemination.

Learning objectives:

In this session, we will facilitate the building of a teaching and learning matrix that does not require any special tools, and can be used for any class, school or learning community: 

• Explore how the post-Covid learning environment changes traditional instructional flows 

• Use the instructional flow matrix to pinpoint key elements for different learning situations and environments along three axes: 

o The human interaction environment 

o Institutional recognition of content (curricular integration) 

o The cognitive learning process 

• Explore how to use relationships in the matrix to implement effective hybrid teaching and learning scenarios.

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