 for now. Concurrent hybrid, that's the first one on the list. And that is on campus and remote students attend class synchronously. Instruction and class interactions are live streamed to allow two-way interaction. Asynchronous hybrid on campus instruction is recorded and made available for remote students to access asynchronously at another time. No live streaming. Sequential hybrid on campus and remote students meet in separate consecutive sessions where instruction is repeated. Multi-section hybrid. Online and on campus instruction work occur in separate sections potentially taught by different instructors. Two sections being taught by different instructors. And number five, alternating hybrid. All students are required to attend some on-campus instruction, but attend in smaller groups to comply with health guidelines. When not on campus, students engage in learning activities online. So those are the five that's, I guess, important. I was going to be talking about those today. So what I'd like to hear is who's in the room? What experience have you had with these different modalities? And maybe if you've used one or which one you think might be best that you're most interested in learning about today? So you can do so by unmuting or typing in the chat. Hi. I'm not an instructor myself. I work in educational technology. But I am interested in hearing more about concurrent hybrid and strategies for ensuring students in both modalities are included in classwork. Because I find that tends to be a real stumbling block for that modality. Okay. Students in both. So you're looking for tips on how students in both modes can be included? Exactly. Exactly. Okay. We'll share that with Subornet. Anybody else? Alternating hybrid so far, Wilma, but interested in the alternatives. If you don't mind sharing, Wilma, we'd love to hear more about alternating hybrid and your experience with that. Alternating simply being in-person, alternating weeks or alternating every two weeks with fully online, but synchronous online, with the same group of students for all of it, which has been interesting. But I'm curious about some of the, a lot of the alternatives. Thanks for this. Yeah, me too. Some of these. Yes. I can imagine all of them, but I'm really looking forward to hearing about her experience and your experiences as well. So Subornet, just can I share with you that there is one participant who's particularly interested in concurrent hybrid strategies for including all students in the two modes, how you've done that. So I'll just share that with you and then we'll let you start your presentation. I'm Subornet Ahmed. So today I'm going to talk about my experience about hybrid modality. So I am an assistant professor of teaching in the Forest Resources Management Department and the Faculty of Forestry at UBC. So today I'm joining from UBC Point Drey campus, which sits on the traditional ancestral and unsedited territory of Musqueam First Nation. So I'm joining from home and I stay at UBC. So that's why. And then I will try to demonstrate how course models that I had pre-pandemic was structured and then how I actually converted them. So how I can make the environment adequate for the learner so that it can be more cooperative and engaging for them. So in real time, how teaching team, that means myself, NTS, how they can actually present and then be supportive on campus and animal students. I will go through all of them so that you can also reflect on those. So I will also try to see whether you can try to select what might be the best for your course, which modality because as Ainsley described five of them. So you can try to find out which one you want to do because we do not want to do double the work. We have to do and then our TAs need to do the same amount of time they have to spend so that we don't go over the board. We have to be more efficient and how we can adjust the modules to adapt the modality. So few ways you can do that. But then again, I will show you from where I started for this modality. And then there were some challenges because I offered it last summer and then term one, term two. So three times I offered it and then over the term I actually got better. I tried to overcome challenges and now I feel much better and then I feel like all my courses, I will be teaching five courses from this fall. And then I prefer to do hybrid. So also my dean office, our department head and everyone actually supported me for doing this approach. Let's go into the detail. So the course I am actually applying, who I applied in three times is the completed application in Foreign Street. So I was preparing students so that they should be proficient in high-level computing and analyzing whether we are forest-related data sets. So it's more kind of quantitative analysis using the forest data set. So over there we have four modules, but I divided them into six learning modules. So we have document processing, data handling, and then data visualizing and managing and analyzing the geodata sets. So over the terms, they actually start really slow and then try to, I try to see where this sits at the beginning and I try to modify a little bit, not much, and then try to see where I can take them. So every time I try to see at the beginning, I send some service, I try to see what the levels are because code to code, it varies. So they actually, I try to make them more efficient in document processing, using particle tools in Microsoft Word, also in Microsoft Excel, so that they can actually write documentation, larger documentation, or create reports for their co-op programs or maybe for their high-level courses. And then they also try to learn how they can handle and summarize data set in using Microsoft Excel. Also after they feel comfortable analyzing the data set, then I take them to programming and then they actually handle the data set and analyze the data set using programming tools, like in R, we use R Markdown. This is a statistical package we use and so that they actually do some basic calculation, then the high quality of graphs they can create, like quality of summarization they can prepare, and then they work on managing analyzing geodata because in forestry, we use it many times, we use spatial data. So they actually try to work on some projects, how they can organize them. So that's four of them, but then I get divided them into six modules. That's the question because Inslee already mentioned that some of you are interested and then Inslee already described five modules to you. And then what do you think the best approach or type of hybrid modality you can implement in your course? Maybe think about it so that we know which one might be the better approach for you because we cannot apply all of them. We have to select one or maybe we can select two and then we can apply wherever we have suitable area that we can have hybrid modality. Since you are joining this session, I guess most of you are planning to do hybrid or some kind of hybrid because I do not think we have to apply hybrid in every segment and then I will show you in which area I applied and then where I'm going from there. So let's see. I saw that there were some chats and then Sara, you say that you are mostly interested about concurrent hybrid modality. That's great. This is actually what I applied in my course. That's the first step I took. So alternative hybrid modality, Wilma, you said interested in alternative. Yes, alternative could be an option for you. So alternative hybrid, the students will be adding because these modalities mainly for let's say you have a small class and also there is a restriction. If there is any restriction in how many students can join in a class, then you can think of applying that. That should be fine. But then again, you have to think about alternative hybrid and you have to give students requirements when they can join in person, when they can join online because they cannot always join in person or they cannot always join online. So that means it's a little bit more work. That's what I found. But then again, if it works for your course, then maybe you can try one segment and then see how it goes and how students feel. Anyone else have you think about any of the hybrid modality? Let me show you which one we are talking about. The concurrent approach, asynchronous, sequential, or maybe multi-section and alternating. Another thing you need to think about, as I said at the beginning, that you have to think about you only have a certain amount of TA hours. That means teaching assistants cannot go over the board and then also you cannot do double the work. So some of them I feel like it's more kind of, let's say sequential hybrid. In sequential hybrid, students are joining active separately. So that means you have to repeat them. And if you repeat them, that means it's double the work. So that's something you need to be aware about because maybe your department head gave you a few courses and then you can do double the work in one course. Anyhow, so that's what you can think about. That's where I actually started. And then you can take a look at this QR code. So Center for Teaching and Learning at UBC. So I found this paper really helpful for me when I was choosing one of the approach. That's the first step I took. Okay. So next, we will be talking about, since we already talked about this one, which hybrid modeling might be the best for you, then you can take a look at that paper and then you think about where you want to apply them. So as I mentioned, I applied the concurrent hybrid modality because I found that in that modality, our TAs and then myself as an instructor, I can synchronously actually apply this modality. So we also have some asynchronous materials. I will show you how I structured. But then again, students whenever they are at the synchronous session, then it's not double the work for me. Also, students who are joining in person who are joining online, they're getting the same kinds of help. That means I'm not giving, providing them like other modality. I'm not providing them the video of the recorded session in signal session. That means students can ask me question any time whenever they're in the session. Also, they can ask TAs the same question. So that way they feel more comfortable. Also, we have some option. I will show you they can communicate with each other in the group activities. Because if we are providing the recording to online students, then there is no way that students can actually communicate with each other. Okay, so let's show you the adaptation strategies that I took so that I can actually not modify, but adjusting my learning modules. Since I have six of them, I structured them in a similar fashion. So those are really, really highly structured and easy to follow. Why is that? Because in our courses, whenever we teach in person or online, then we have the specific materials as students come in, they follow our instruction. Whenever I have hybrid modality, I'm helping both groups at the same time, then maybe kind of like boost the connection, or anyone could boost the connection, or maybe some there could be some communication gap. If you have the structured module, if students are, students can follow your module in the easier step, then oh yes, this is what we will be doing today. This is what we planned, and then this is what are the modules we have. This is how the steps will go. Then that's easier for a hybrid class. So that means if there is any gap in communication, still they can proceed with the learning module or they can do the group activities or they can solve the problems. So I will show you how I was communicating with students so that no one is getting lost, or no one is confused in the course. So the assessment criteria I have are quiz, discussion questions, where they have the option to do group activities, and then assignment, they're again solving the assignments, doing the lab time in a group, and then presentation peer review, they are actually choosing some topic based on what they learned, and then they have to provide each other some reviews. We have two exams, midterm and final exam. So you can see that I'm showing you one of the modules where students were preparing the graphical presentation, and then we have as in Dona's learning part. Then in the discussion time, we have fifth class in approach, and then we also have the hybrid modality. Only in the lab activity part, this is the most important part for this course, where I applied concurrent hybrid modality so that I can support in a synchronous session both groups. So that's what I started, but then again from this fall, since I am pretty comfortable with hybrid modality, so that's why I thought I would apply in all sessions in the lecture time, in the discussion time, all time I will use hybrid modality. Now I have the learning design, so I would like to go over a little bit detail about the learning design, but if you have any question, you can write down on the chat box, or you can raise your hand, I can always stop and then provide you more detail. So this is how I structured the learning design. So you can see that I provided them what are the lesson objectives, and then what they should be doing in that lesson. So they have to go through each part, you can see, if they go to part one, I provided them some lesson objective again for that part, and then lecture videos, and then all the associated files that I produce in the video what I showed, I provided them so that they can easily follow. After watching the video and working with these files, they have to complete the quiz, this quiz is really, really simple, but that will actually help themselves, if you get themselves, but they know, yes, what they learn, they can actually apply them, but they can take the quiz one more time, so they have that option. So on these part one to part four, I structured them in a similar fashion, so they have the learning modules, they have the self-efficacy from these quizzes, that part they really like, because they can directly see that what they learn, whether they can apply, and then we have the tryout themselves, because I provided them lots of examples, because we don't have a specific textbook that they can follow, because you know, in the competition world, every day or maybe every month, everything is changing, so I always have to keep them updated. So that's why I provided them workout examples, in that example, I gave them questions and solution, I asked them not to look at the solution first, do the problems themselves first, and then look at the solution. So we have the discussion session, so before coming to the discussion session, students have to complete previous components and all quizzes, so that they can bring in their question, and then learning activities involve solving their questions, and then in a smaller group, so they have to, because I used to send them to random groups, so that they get to know each other, so because you know, whenever we are in online world, we have the last two years, what happened, so students do not know each other, so that's something kind of breaking the ice, because students were feeling, students were feeling not comfortable at first, joining the random group, but then again, after two, three weeks, they found that yes, this is helpful, because they get to know more people, so they're bringing, and then they solve problem together, and then they actually introduce, then I introduced them the next learning module in that time, whenever they're done with the discussion, then during the lab activities, where I applied the hybrid monolith, so I demonstrate the lab activities, and then solve the, how they can solve the problem in a shared platform, so I'll show you how I was doing that in a single platform, so this is the overall idea of learning material, self-efficacy, and a workout example, everything, actually all the modules, the six modules I have, that all of the same structure, exactly same structure, so students, if they work with me two weeks, they already get to know yes, what to expect, and how they can actually proceed with the course, then the question is, how we can design our classroom, we already selected our hybrid modality that we want to use, now we actually adjusted our learning modules, now is the question, how we can design our classroom, because I actually offered this course in three different classrooms, because over the last one year, I offered it three times in a hybrid modality, so in different different classrooms, we had different kinds of devices available, how we can better use them, so I was definitely using a laptop, and then I'll bring in my microphone, and then I was using the headphone, in some classroom we have lapel mic, that is really really helpful, but in some classroom we didn't have, then I have to use my own Bluetooth and bold headphone, so that I can walk around in the class, and camera for live streaming, also recording the session, so the students if they miss anything, they can see it later time, and then wired internet is preferred, but in our, you know, one of our lab, under gadget lab, we don't have the wired internet, so I have to use the Wi-Fi, there's no way, so how I planned is that I had four cheese in all terms, and then I was in person, I was online, so I was in the classroom, and then let me actually draw that might be helpful for you, so that's the same structure people followed in other courses, so I showed them how I structured that work well, so they found it really really helpful, so I actually went to the class, and then I was sitting in the in front of the class, and then in the overhead monitor, I showed them my screen, where I have the Zoom in a book, and I showed them who are joining online, also students if they prefer, because I saw them, many students these days are bringing their laptop, they also use their Zoom, so they say that they hear better, they actually want to look at their laptop in their screen, so that they can actually see that I'm in take notes, that was hidden school for them, and then I divided the cheese into two groups, so I had four cheese, so two cheese were helping in person, so they joined the class, and then I said one of them in one side, and another person in another side, and then I had two cheese who were at home, or later sometimes they were actually on campus, I gave them some office, they were joining from outside the class, so that there is no noise for online students, that was really really helpful, otherwise if two cheese are joining from the class, then online students may hear a lot of noises, that was really helpful, so cheese were used to, and then I shuffled them, sometimes they say that these two cheese will be joining in person, next week they will go online, so that there is a flexibility for students as well, also if they do not feel well at some point they can join online, if they feel like this, and then that was helpful, also same thing for students, so I gave them opportunity to join online or join in person, so that's how it was structured, then facilitation, so this is really really really helpful, I would recommend that, so I see there is a question, let me go back to the previous slide, so the question is how did you handle student questions from in-person if the student also did not have much, oh in-person student, yeah so that's something I will actually show you, since you asked I can show you right now, are you reading question after they have been asked for the benefit of those watching on the stream, yeah so that's that's really good question, I know what you meant, so in-person student if the classroom is really big, so if they have their cell phone or if they have there let's say the laptop, most of as I say most of them were being in the laptop, then I told them since you know all of them have their cell phone with them, then let me show you, so I'm using the Teams page and then I gave access to all of them, so this is UBC's teams and then all of them have access to Teams and I created Teams page and I said that this with what we will be doing, so what are our agendas and then I divided them online and in-person, so you can see that online students, because we had two sessions on Wednesday and Friday, so because we have large class in turn two, so I'm showing you from turn two and then students were actually writing them over here and then I said who will be helping them, who will be answering to their question, we have to write down cheers them or instructors, then we'll go in there and we help them and then in-person students, same thing, some in-person students were writing actually, because sometimes they delete them and then they can also write down and then we can help them from there, we don't have to always go close to them and then help them, because during the summertime that happened, because we were not allowed to go close to them, then we say that how about you write down your question or maybe if it is 10 fits away on, I don't know how much it was the restriction, no we did that, but anyhow, so many or many students were actually doing that, they were writing it on the Teams page, so that online students can see it and then I can see that, yes students are getting help or not, whenever they got help, then I can see that yes, who helped them and I said I said done, so that I know yes they got help, but anyhow, this is one way of doing that. Thanks for asking and let's go to the next one. Okay, so facilitation, I would say if it is possible at all for you, provide training session to TA, before you applied hybrid modality, maybe just one hour session with TAs, so that you have hybrid modality, say that okay can you join online or can you be in person and then other people can act as a student and then we will see that how they were actually helping and then how because we have to use Teams and we have to provide them help so that in person and online students together they can actually get same kinds of help, so that they are not feeling like they're left alone, so many times I also ask students during the class time, how do you actually getting help, do you have any problem getting help, since you join in different platforms, students were freely saying what they were feeling and then I was also collecting service for the research, anyways so providing training for using devices for TAs will be really really helpful and then also to students I would say specify specifically what kind of modality what is that and then what would be the expectation in hybrid modality, so I'm interested to say that if I had COVID on the first week of January and then I said you know what I will I have COVID but I can still help you, so I will be online you can get help from the class, so and then same thing for them so they can actually go online or in person and I actually had a practice session with students so that they feel really really comfortable working with me working with TAs, so sometimes we had I think late arrival happened in term one in the fall term and then they had quarantine period so that we have to help them and that was really helpful because they have the option to join online at any time point. Since students can anytime point join online join in person then students felt really good because it's not always that they're not feeling well in some point that they only have one class they don't want to come to the to the campus if they really fire or maybe they're not feeling well or maybe they have an exam and then they want to join online this is totally fine or if they feel like yes I'm I'm able to come on campus because last two years they're so used to joining online so they sometimes feel like no I don't want to go next week in the in the camp on campus but anyhow that was really really helpful for the students but also for the TAs so communication tools I already showed you the Teams page so for communication and let me show you one more time so for communication since I use Teams page seems really really used to create and then I created lots of files for them let me show you so I gave them access so then people don't have access in there only TAs and students have access so I created for the class discussion or lab session or presentation for all the activities they have to write them let's say for the presentation what's the schedule for the presentation what we will be doing in a particular day so I write down everything so I say that this is my agenda this is what I will be doing and what I will be doing and then how because whenever they go to the class they open the Teams page and then see that yes this is what we will be doing today and then who will be presenting and who will be providing the peer review so we write down everything students were writing I was writing TAs were writing so there was a good communication in the class through this Teams page and then I was also using because it's not possible to communicate with students if you give access to Teams page the problem is they can communicate with you and they try to chat with you anytime this is not possible so at the beginning I said that only during the class time we will be using Teams but if they have any portion in other time outside the class they have to use the Piazza page Piazza I don't know whether you use Piazza Piazza is a great option great communication tool for for a class anytime they can actually post and then it's not necessarily that TAs or myself have to respond to that and any anyone can actually respond to each other their peers can respond to them and then I have to see whether their answers are right or not but that was really really great for students to get to know each other because they also write down at the beginning introduce themselves and the post question get help from the teaching team also from their peers so these are the two tools I was actually using for communication purposes so for since we were using concurrent hybrid modality because we were using Zoom for online students and then I created for each session so you can see office hour lab in class discussion for all of them we only have one link and then I also created student cafes so anytime if they want to discuss with each other they can go to those student cafes and then discuss and then maybe solve the problems so that's for students that I was trained that was helpful for a student because students say that if they do not need to do it doesn't they can just join and then work with their peers and then this is something I did but it's not necessarily that for a hybrid class you have to do because in competition course students may stuck at some point whenever they are trying to do some coding if they have any problem with that then I have provided tea hour because we have four teas and myself so four times a week they were keeping office hours and that means and I was getting off in our office hours so five of us was keeping office hours in five days so we covered all days so if they have any problem they can drop by any day so when I was hearing from students I heard that put levels trying to learn whether they are achieving their goals and what they found really really helpful for them in this hybrid class so I found that effective course component for achieving their learning goals mainly they were talking about the group activities this is something from another area we will talk another day so I found that the group activities for discussion session or lab activities through the group work that was really students preferred so that they say that for a hybrid class that was really really helpful but another thing is that when I was actually doing the hybrid the concurrent hybrid modality I applied that I saw that some students were doing hybrid because I specifically say that if you are joining in person then your groupmate should be in person but if you are joining online your groupmate should be online you have to make sure then after a few weeks I saw that in the lab session I saw two students were in person and one student was not that I said what happened with your groupmate they said no no they are here they are joining online I said oh my gosh I'm doing hybrid you're doing hybrid that means we are doing hybrid square they said yes the way you are doing we are doing the same because it's not possible for all groupmates to join in the same platform but they want to work together that was working well for them but but but some groups they actually couldn't follow because it's really difficult for them to do the hybrid in the class time so that's what I say that right to try not to do the hybrid because I'm doing the hybrid but if you do the hybrid that might be a problem for your groupmates so what are the advantages and challenges I actually found these three terms and I tried to overcome with them term by term as long as I go so hybrid modality created high level of flexibility for me what she is and for students because we could as an instructor sometimes we could be we would not be able to join in person and maybe then we can join online and then we have single communication platform even if I cannot be there and I can see that whether students are getting help or not and students can see that yes whenever I join I'm actually getting help someone is there for you there for them and then speeding the TS was helpful also in other courses they applied the same technique they found that this is helpful so that TS because TS are maybe graduate or undergraduate students it's so difficult for them to help online and in person together at the same time so that's that's really really not for them for instructor it is okay but not for TS so if you give them one platform to help those students that will be helpful solving problems on a shared page so I saw that during the discussion time we say that how about you create a teams page and the way you can actually solve problems together so because in teams page there is an option for creating word document or maybe excel page or maybe maybe powerpoint slides and then they can actually create those and then work together at the same time that was helpful so the Bluetooth enabled microphone that I can use whenever we don't have any lapel mic I can walk around with us providing tree training practice session for students and that was that was great because but then again some students join a little bit late then we have to remind them what we did and then we have to remind them to watch the video and then organizing the learning module activities that I showed you how I was doing that providing them really a clear guideline and then recording live stream session so that students can see if they miss anything so what was difficult as I mentioned to you mixing online and in person for any group activity so that was difficult but then I saw some students were you smart and then they were able to do that so Wi-Fi connection if you if you if there is a possibility of any Wi-Fi connection any word connection please do that and then if you have to use Wi-Fi connection then sometimes it gets disconnected and mentioned to the students that you are using Wi-Fi connection if if anything goes wrong then TAs are there to help them so Bluetooth enabled microphone sometimes what I found is that I walk around in the class and then sometimes it gets disconnected then I also mentioned to a student that this could happen so many students show up in person then then the capacity in the lab like one of you were talking about the alternative hybrid approach this could happen in there because without knowing how many people are coming that might be a problem there might be a room capacity because then you have to make sure the students follow the rule so that there is no problem in there okay so that's all about me I would be advantageous and challenges now is time to think about since you at first thought about what might be the best modality for your course now is the time to think about what sort of adjustment you think you need to do in hybrid modality and then what challenge that they may come up for the teaching team and for students so what are the challenges you can think of if you adjust them or maybe you do not adjust them you use the same approach then what what are the challenges you think and come out because we have to think about it so that we can actually resolve them or anyhow sort them out so that it can mitigate the problem maybe I will give Ansley to help you with these adjustment questions then I will come back in a few minutes I'll just take three minutes break I hope it is okay with you all okay so so have a think about that and and then you can unmute you can you can type in the chat box hi there it's Sarah here thanks so much for this so far I was really thinking in some of our courses we have a lot of guest speakers come in via zoom so I was really appreciating the note about the bluetooth microphone because something that we found challenging is being able to have students in the room ask their questions and this you know the it be heard appropriately for people that are joining online and people who are in the room so the bluetooth mic was really a helpful suggestion there so that's one one good thing I've taken away so far yes it can be very frustrating for someone who is joining on zoom to not be able to hear what the people in the room are saying for sure I've also experienced that so that was an adjustment and and she answered that challenge how about the rest of you I am back we were you able to hear what we were talking about Saborna while you were gone yeah yeah yeah I was able to hear what Sarah was asking I think you have the guest speaker who are joining online and then then you had trouble students were hearing the guest speaker that's right I mean this is something that we found challenging even you know before COVID and the adjustments that we had made but you know depending on the space you're in on campus and sometimes not getting to choose the most appropriate spaces um the your thought about the bluetooth microphone would allow us to then you know really fully have those student students involved I mean I used to just bring an old wireless mic with me but sometimes it still wasn't appropriate right so those are that's a challenge that we're certainly trying to work out yeah yeah that's that's helpful also is it possible that students write down on a shared page maybe maybe google drive or so that they can actually what they're asking is actually written somewhere um because google page is possible to share with anyone it's not just vc people so that's what I saw in our in our faculty we have some workshops and that we are actually doing every workshop and everything in a hybrid mode and then people are typing their typing their questions and the in-person students also were typing their questions and sometimes we actually give them the mic and then they actually answer to the ask their questions so if you have if you can have two people covered the entire class who are joining in person and if you can give them mic in in both areas that would be helpful I think pre-pandemic we also use that and then I can see there is a question and then no question I think you were asking I think the challenge a challenge is for courses with less tier support yes certainly and then how to effectively engage both modalities for students still because my app yes so I was using this approach I like the shared document but I wonder about courses with less support so one thing I should mention to you is that during the lab time I only had tiers there but whenever we have the discussion session whenever I was actually introducing them to the course material then tiers were not there so that means I was the only person so that's something I will try this time in the class from this fall so I will try to support both students so I have to mention mention to both groups that how I am doing that and without any tier support I think it is very much possible so so so only important thing I found is that all people are asking questions on this on the shared drive or maybe on a shared page so that everyone online in person students can see that because sometimes in person students ask some questions if we don't have the mic if we don't have tier then I cannot give the to the students the lapel mic or any kind of mic and it's it's not possible to hear them if we have a larger class it will be really really helpful and if students are working in a group one of them bring in laptop or one of them might bring in their cell phone so they can actually use their cell phone to type in because teams can can be loaded on any device that's what I found or they can use the browser as well so okay so I see another question for Jocelyn what were your strategies for managing your time and cognitive cognitive load when attending two questions engaging without tier support did you set specific time for questions comments or take questions throughout the class so I actually set time so I divided the class class time into two parts one is the discussion part another is the Q&A part so that students can ask me questions or anytime in the shared page they can write down their question it's not necessarily that they have to write down the question or exactly at the same time they can write down the question before and then I answer them at the specific time otherwise there is a nature I cannot cover everything I hope that was that's what you were asking thank you Jocelyn that's wonderful anyone you can turn turn on your mic and then ask questions so the way any what do you think about the adjustment because I offered this course online I offered this course in person to pandemic and then then I realized that how about we actually combine them maybe that's the same case for you you offered the same course before pandemic in person and the during pandemic maybe at least in where you offered it online and then whenever you are supporting students or maybe adapting this morality then what do you think the adjustment is maybe look at your modules and throughout your modules where you think some adjustment is needed and then again challenging yes whenever you will be offering them in a hybrid mode always there will be some challenges how you can actually try to mitigate those and then also sometimes ask students how do you feel and then what do you think we should do sometimes they actually have some ideas because they are taking the course they are the they are the people who are having this experience so maybe they have some ideas because they're also taking other courses and that happened to me because while I offered it first time then I actually gave training to other instructors and when they actually offered it same time students were joining in my class also in other classes in a hybrid modality they were doing that and they suggested can we do it can we do that so that was really really helpful yes and so thank you that was that is helpful anyhow so my plan for all of you is that okay so John you ask another question how large was your class and do and do you see any challenges scaling up such as adding a tier for lectures as a class gets larger yeah that's something because I let me give you an example when I offered it in summer I only had about 20 students and then most of them were online and only two students were in person because this is first time and sometime in July I offered that course and the students were not at all back only two students say that we want to be in person then that was not a problem to to run in a hybrid mode when I offered it in the in the next term when I had 57 students and then let me actually show you because I wanted to show I will go back so you can see 42 students actually took the salaries so in person students you can see we had 17 and 25 we had more but then again not all of them saw that so we you can see that about 45 and 55 percent students took it online and in person so the 50 altogether it was 57 but when I offered it last term in the spring term then I had larger class about 87 students and then many students because you know giving this term one at UBC we most we actually went in person sometime in mid-february so before mid-february we were all online we were not allowed to go in person then from mid-february we went to class and then think about 60 students joined online and then 30 students about enjoying in person and then actually it grew after a few weeks so after the midterm exam about 40 student 40 percent students joined in person and then 60 percent online so for scaling up adding for scaling up adding a TA for lecture for the lecture time I don't think we need cheers because if your students are writing their question in a in a same fashion you can run them because in your lecture time because that's what I prefer in my lecture time I actually talk 15 minutes and then and I give them five minutes to discuss with me and then again 15 minutes to talk with me but during the discussion time I use half an hour for discussion and then joining me for Q&A so that time I don't I don't actually involve an TA but scaling up because I went a little in a slower mode from from the summer term to the term one and turn two slowly my students actually I had a larger number of students so that was really manageable and then again I'll do because this summer I'm not teaching and then from this fall I'll be teaching again in a hybrid mode in all my classes does that answer your question John? Okay so now if you don't have any question then my plan is that I would like to talk about the research I was doing because from the class I was trying to understand how this model is working I hear verbally from TAs from students but then again if we actually collect some data set from the class then how is it how we whether we can measure them so that was where I started I hope you will find interesting since we have some time and then I will try about 20 minutes I will talk about my research and then if you have any question you can actually post on the chat box and then if we have enough time I will respond to that and then I think we will have enough time to respond to any question you have so I was trying to measure the confidences in learning modules in each learning modules also overall how students were feeling in this modality and then whether there is any change in self-efficacy and any change in engagement change in terms of from let's say beginning of the term, mid-term, end of the term whether there is any increment or maybe it's totally flat so what happened in there well how about the trends in gaining the mastery so whether they are actually feeling like they gained the knowledge they wanted to and then they actually feel like for a longer term they can actually implement that in co-op jobs or maybe in higher level studies or maybe in their professional career whether they want to do it whether there is any mastery differences in each of those modules among online and in-person students and then I was trying to see and then since I am also a statistician and then I was trying to see whether I can develop some model so that I can make influence for any kind of mastery levels I was doing that in an ordinary fashion and then based on that so whether previous experiments that means whether they took the courses took other courses in the course of before or quantitative analysis courses and joining the platform is making any changes or not and the health of the demographics and whether those are playing in anything for mastery levels so for me the evolution strategy that I followed is that I collected three surveys and then in that three surveys beginning of the term return end of the term so I sent three um three surveys I have in the ethics approval from UBC um rights and then through that I was sending them the at the beginning I was asking them where's the learning goal from this course how about that expectation and then um their experiences and then their demographics question I was also asking them and then self efficacy that came up in the midterm and then how confident they feel applying the learned materials and how about they're gaining the mastery and then how about the engagement part same thing I ask in the midterm in the end of the term at the end of the term I also ask them how about they go back to their learning goals that they had at the beginning and the way that those were met online how they feel about those and then whether um they are joining because I ask them same questions at the beginning where they want to join online or in person and end of the term I ask them since they have flexibility to join in personal online I ask them again so where you join most of the time not that you join online or in person most of the time where you actually join then they have to mention that yes um I join mostly online or in person so the data summary I collected a lot of data set and I'm just showing you a few of them the demographics and then a few um the previous experiences they have so you can see that we have collected data set for their gender and language that means they are in the speaker or non-native speaker and however their previous experience in terms of let's say they took similar level courses or sometimes we have students from first year in the second year level course and then sometimes we have because in the faculty forestry we have three plus two two plus two program and then well we have students four from four Chinese universities so they do um their second year or they do up to their third year over there and then they come in here so that means they have higher level than uh who are joining at the second year level so I just ask them what's the real level in their study and then I created a new variable this is zero so that I know if I join these two and I have an idea of what might be there that might be an indicator of previous experience because that also plays some role so I was looking at two different confidences of things I should collect a lot of data set and then in confidence level one so I'm just showing you two of them I asked them how comfortable they are learning computer application in forestry so you can see that that's what I found because this is not the final analysis this is from the preliminary analysis from charm one so we collected also from data set from charm two it's not yet analyzed so in charm one data set I found that students were saying that in person students were feeling stronger or their levels are higher the percentages were higher in online than in person and then I am trying to understand why was that and I saw that in several confidences levels in some mastery level you can see that for end of the term same thing happened in person versus online students had higher percentages who were feeling strongly and then the percentages were higher online so that means students were wanting that came up in my mind is that maybe students are so used to online and that they're so comfortable and then maybe they are less distracted I don't know but people say that they are most more distracted online than in person but I see that and then I'm trying to understand why why it happened and then when I was asking them about confidence level so so that they can generate some they can create some summaries and and then create some visualization tool then we saw the same thing and you can see it's improved and then the good thing is that whenever the confidence levels we look at midterm to the end of the term it definitely improved over time that means they were gaining more confidence over the term it's a generally better online and in person then I combined the total the mastery level because I have six mastery mastery portions I asked them about gaining the mastery and I combined them and then each of them were asked from 0 to 10 and I asked them whether you gain the mastery and and then you can actually in a look at scale you can let us know also they say they're from 0 to 10 of what they feel so I combined them all the mastery levels and then you can see the ranges from 0 to 60 and then I was trying to look at whether their median is actually improving or not but in person students you can see that again it shows the same thing in the mastery level like we saw in the confidence level online students had higher mastery gained that they felt it's not like we are analyzing their grades it's like we are actually analyzing their what they feel was their reflection so I tried to look at if we actually divide them for gender male and female and I saw that many students were actually showing more mastery level gain that they self reflected than female but that can be another reason I was talking to one of the researchers in this field they were saying that you know what actually female students they actually shy about or maybe they actually present themselves in a little less or maybe they actually do not show just like what the male student might show so that might be one of the reasons that I was not aware of and then we also see that if we have language proficiency that means the non native speakers were lower mastery gained in total than the native speaker so the when I was trying to see if I want to test them I want to compare the confident because we saw visually but how about we test them using some statistical test so I was comparing their confidence and self efficacy in midterm versus end of the term also as trying to see online versus in person so many many many test I perform I would like to show you only few of them so I was using the Wilcoxon pair test where we can actually compare the two groups and then whether there is any significant difference between those groups or not so I was looking at in person versus online and then I was also looking at the modality and then the midterm versus end of the term and the whether there is any increment in there at first I tested whether they are the same or not then I tested which one if I see that they are actually not the same then I like try to look at more more in-depth analysis I like to see which one is better or maybe which one is higher not better so so in conclusion I would like to say that yeah I was using I was testing them using VP values and then I saw that among online group there is a significant difference on students confidence level between midterm and end of the term in four confidence levels but other confidence levels I do not see any differences when I was looking at most confidence and self efficacy variables we do not see you know we do not have enough evidence so that we can actually reject the null hypothesis was that there is no difference that means we found that there is no difference in person and online group in midterm evolution but then again in the visualization you saw that they were similar they were not similar they were one of them were higher then I was trying to develop some more of this is the preliminary model I'm trying to develop and then I was trying to see if we have the mastery level from 0 to 10 whether we can predict them make an inference if we have some explanatory variables using those whether we can actually say that what might be their mastery level so if we know where they joined in a hybrid modality in personal online and whether what's their gender and then what's their language proficiency and then how about their corresponding experience level so that means they have some experience in that particular module and previous experience is not just particular experience a particular module is more about the course they took before that means similar type of course or maybe quantitative analysis or maybe some step course they took before and what's that level so if we if we have an idea of this then whether we can actually make an inference what might be their mastery level so that was my main goal and then when I pitted the model then I saw that because since it's a preliminary model some of the variable when not showing not significant but then and we still need them to understand what might be those so that's why you can see the platform gender and native speaker and then since we have dummy variable that means we have qualitative information so no experience versus some experience and no experience versus proficiency so you can see that they were playing some role but then again major item I saw is from platform they join gender and that means that we're playing some roles but then again for each of the categories each of the values let's say 0 to 10 then compared to each other what would be their starting point that's why intercept is let me draw that might be useful so that's what it's telling us since we have the factor level so because I converted 0 to 10 to factor and in each factor so we are trying to see if we have compared to another one then what might be their intercept I mean where we are going to start and then conclusion from the predicted model because the ordinal logistic regression model is in a logarithm form to make it more easier because logarithm form it's not it's really difficult to interpret so that's why I try to convert it to easier form so that we can actually easily easily compare them so you can see that in the platform that's the way that they are joining online or in person in the more in the predicted model it shows that online students has more that means for a higher mastery level than in person that's what I was not seeing in the test in some in some mastery level and then the gender the male students have almost same like four percent four times higher mastery levels and then not a native speaker not this means English speaker sorry is 2.4858 times higher mastery level if we compare no experience versus some experience that means we have some some experience we're showing 1.5 times higher and then for no experience versus proficient that was showing 2.3 obviously that will happen because if they are more experienced than no experienced person and if we have one in it in the previous experience you can see that it's actually showing higher mastery level 2.08 times more so that's that's it's telling me in the predicted model but then again it's a preliminary model I have to use the term true data set and then also look into detail for term one this is only for one mastery level and we have six mastery levels so in conclusion I just want to say what I just showed you so that that means confidence levels most of the learning module increased over the term that means midterm versus another term and then confidence engagement self-efficacy variable not it was not showing much differences in person and online but then again whenever it comes to language what can we as experienced person experience that means they have some experience in those modules because some of the students actually learned how to analyze partial data set in the software in other course before then it actually makes some changes so that was really very important for getting the mastery in this course and then I use some references for this research at the beginning I also gave you when I was choosing the morality so that's about the research and it's ongoing I would like to acknowledge the funding agency it's from ebc and ETLT and provost office we also have co-appliance project team members and consultation support that I enormously received from ETLT and then at development stage students and then some colleagues helped me also evolution team and that means for that is such I received some help from ETLT also from data geoforestry and that's about it thank you all so much and now is the time for Q&A okay so if you have any question feel free to ask me but if you want to show your course or any place where you think you can apply then maybe let me know we can discuss right now we have some time thank you Zara thank you Wilma and Bri thank you thank you yes your feedback is always helpful thank you Jocelyn I hope I'm saying all people's names right pronunciation matters so if you have any question you can ask me I know we had Q&A a few times but I can I can I can talk more so final level of mastery data was all based on self reported data but not great and success in the course no it's not great on based on their grades because I feel like their grades are not the the the one that we actually can use but then again in many studies I saw they use their grades but I need to do further study so that whether how effectively we can use grades whether they are reflecting their their mastery they gain and if they can self reflect that's the most important thing I found that's that's why I was using their self reflection are there any opportunities or more you say opportunity to audit your course for alumni oh yeah certainly you can email me and then and then I will because maybe I will have to ask our student service to interview to the course because if if anyone audit the course then it might be the best if they go through the system then you get access to everywhere otherwise getting access to team space getting access to the Piazza Pizzi the problem but if it is through the system then like the registration system that might be better yeah so time to time I also take um students um auditors students can do totally online students can do totally in person or they can mix up so that's not a problem anything and these days I think it's much needed because how comfortable people are how did you manage the enrollment of your students in teams T.S. managing enrollment um I know not T.S. I actually manage that but you can actually show your T.S. how to add them and then I ask students so that they actually write down their student email address at the rate of student dot ebc dot c they should have that it's it's just one second they can make it and then if they write it down on the teams page then I actually copy paste into teams um no sorry on Piazza Pizzi they write down and then I copy paste into teams and then it's possible that you can give link to the students and the students can self enroll themselves on teams but I prefer not to do that because they can distribute it I don't want anyone without permission or or I want to control teams I want to have only only the students we have in our class yeah so self um self enrollment also yes but I always worry about that if I don't know who he who has who has the access to my course then that's the problem thank you so much my iphone that you found it's helpful thank you so much anytime if you want to know further you can know me and then I can actually help you you want to modify anything anyone have any last minute question or anything thanks again everyone thank you thank you really that you found it helpful much more research or research outputs is coming in a few months I hope I can share with you all super and I have one more quick question um did you did you find um or I'm not sure if you measured for this but your perceptions of student engagement whether they were attending online or in person did you notice big differences in how students were engaging in the course based on their modality um no because they have to become in each class that's what I did because during during the pandemic that's what I learned I have to provide them some task and they have to complete the task within the class time so that's how I manage the engagement part and then I actually give them really really simple question but let's I talk for 15 minutes I ask them question and they have to submit that so that's how I manage otherwise online students what they are doing since their video is not on or we don't know see just like in person students we're going to see what they're doing so they are actually following what I am actually describing so that's what something I do and then and then they also have the group activities that means it's not like they they have to solve alone they can actually talk with their classmates sorry peers and submit so that's how I maintain it but at the beginning yes suddenly I saw that students where some of them were not following or engaging in the class and then this is after after applying it this is one of the challenge after applying that technique I saw that students were more focused and then they actually complete everything on time and then in the midterm final exam they were doing it properly that's really helpful thank you for your response and this presentation hi so Borna this is uh John I actually work as a learning designer at TTFE and I also know Dufflin and I work with a colleague Lucas Wright who was talking about setting up possibly a community practice around concurrent hybrid actually and um uh because I'm linked to him in another conversation I was just wondering if you would be interested that interested in something like for the university because I know he was looking to reach out to faculty instructors who are doing hybrid uh or concurrent hybrid learning and um what's thinking about some sort of community of practice at at some point in time because I know it's becoming a little bit um well it's growing at the university a few other units are doing it as well and so if I reached out to you uh yeah I was just going to say I was going to reach out to you and uh and invite you possibly at some point um and but thank you for your presentation thank you John yeah that way I would be really really interested and then since I have more research outcome is coming that might be also interest for your team thank you yes and then Jeff actually at the beginning Jeff Miller yeah so while I was trying to find out which modality might be the best and how I can actually convert or maybe adjust and he helped me throughout the process great yes I work with Jeff as well yeah he's great also he engaged evolution team um and then oh okay yeah yeah yeah and they helped you with the evaluation piece yeah Adriana and Adriana engaged Zara and then okay they were really really helpful because I while I was trying to set up all the questions and the mastery levels and everything so because I was not that proficient and then throughout the process I learned and then I'm trying to apply them so that was that was helpful but anyhow thanks for that you found it useful that would be I'll be happy to work with you perfect I'll reach out very soon thank you anyone have any other question or anything you want to share I think that's about it