Common Ground in Uncommon Contexts

Towards a Topographic Language for Synchronous Blended/Multi-access

Learning Environments

Synchronous Hybrid Learning:Some Different Perspectives

Synchromodal/Synchronous Hybrid

Blended Synchronous LearningMatt Bower, Mark Lee

• Using technology “to effectively unite remote and face-to-face students in the same live classes.”

– Case studies using web conferencing, room-based video, and virtual worlds

Multi-Access LearningValerie Irvin, et al

Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st-century learner through multi-access learning. MERLOT Journal of Online Learning and Teaching, 9(2), 172–186.

• Mix/blend these tiers in each course

• Give students the freedom to pick which tier they use when

Tier 1: Face-to-faceTier 2: Synchronous virtualTier 3: AsynchronousTier 4: Open

Aalborg University, DenmarkMixing Campus and Home-based Students

Weitze, C. L., & Ørngreen, R. (2014). The Global Classroom Model: Simultaneous campus- and home-based education using videoconferencing. Electronic Journal of E-Learning, 12(2), 215–226.

• Started with ‘linked classroom’ model

• Opened access to students at home with a webcam

• Found student excitement for flexibility

• Similarity to traditional model may inhibit good changes

Aalborg University

Aalborg UniversityMulti-Access Learning

Blended Synchronous

Aalborg UniversityMulti-Access Learning

Differing Perspectives

Key ability: “To think about situations in more than one way.” (Bolman & Deal)

• Student access and autonomy

– Aalborg, Multi-access learning

• Opening the classroom (learning community)

– Blended Synchronous, Synchronous Hybrid

Future Directions

•Further research

–We can make it work

–What is the work doing?

•Robotic telepresence

•Crowd-source/ad hoc synchronous hybrid