{"id":11805,"date":"2021-10-13T17:04:36","date_gmt":"2021-10-13T20:34:36","guid":{"rendered":"https:\/\/blog.citl.mun.ca\/instructionalresources\/?page_id=11805"},"modified":"2024-09-18T14:17:35","modified_gmt":"2024-09-18T17:47:35","slug":"flexible-introduction","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/flexible-introduction\/","title":{"rendered":"Introduction to Flexible Instruction"},"content":{"rendered":"<p>This resource will help you design flexible instruction, including incorporation of synchronous and asynchronous online components into your on-campus, in-person classes. This type of flexible instruction helps to guide students towards independent learning and maintain instructional continuity when students cannot make it to classes for a variety of reasons.<\/p>\n<p><section class='notebox'><aside><\/p>\n<p><strong>Note<\/strong>:<\/p>\n<p>Offerings that promote simultaneous on-campus and remote instruction could be facilitated in academic units that have the infrastructure to do so.<\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\">Pre-Planning Flexible Instruction<\/h2>\n<p>Designing a course that includes more flexibility for students is challenging and to do it well requires upfront planning. Below are some considerations:<\/p>\n<ul class=\"wp-block-list\">\n<li><strong>Learning Outcomes:<\/strong> Provide flexibility in how learning outcomes can be met effectively by all students. This will allow you to vary assessments, provide choice, and engage students in same or equivalent learning activities (Beatty, 2019). For further information on writing learning outcomes, see <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/learning-outcomes-construction\/\">Learning Outcomes: Construction<\/a>.<\/li>\n<li><strong>Instructional Approach:<\/strong> Consider a <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/flipped-classroom\/\">\u2018flipped classroom\u2019 instructional approach<\/a> when presenting a large amount of content (Lewis &amp; Hesson, 2021). It can help you prepare more engaging synchronous classes and at the same time build required resources and activities that can be shared with students who cannot make it to class for a variety of reasons. See these resources:\n<ul class=\"wp-block-list\">\n<li><a target=\"_blank\" rel=\"noreferrer noopener\">Flipping Back to Campus<\/a><\/li>\n<li><a href=\"https:\/\/ctl.utexas.edu\/how-to-flip\" target=\"_blank\" rel=\"noreferrer noopener\">Planning a Flipped Lesson: A Step-by-Step Guide<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/blended-flipped-learning\/looking-for-flippable-moments-in-your-class\/\" target=\"_blank\" rel=\"noreferrer noopener\">Looking for &#8216;Flippable&#8217; Moments in Your Class<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Assessment:<\/strong> Look for evidence of learning over time by providing multiple opportunities to demonstrate learning and moving some assessments online. For suggestions, see <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/assessment-strategies-considerations-for-remote-instruction\/\">Moving Assessment to Remote Learning Within Brightspace<\/a>, and check out list of <a rel=\"noopener\" href=\"https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/06\/Alternative-Assessments-for-Remote-Teaching.docx.pdf\" target=\"_blank\">alternative assessments for remote teaching, along with rubrics<\/a> at York University.<\/li>\n<li><strong>Syllabus:<\/strong>&nbsp;Update your syllabus to reflect the learning environment. For example, include:\n<ul class=\"wp-block-list\">\n<li>a statement on course format and communication.<em> (see example below)<\/em><\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li>class guidelines on participation expectations, such as&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/netiquette\/\" target=\"_blank\">netiquette for communicating online<\/a>.<\/li>\n<li>a course schedule that outlines the learning activities and assessments, along with the time slots for participating in synchronous sessions and time frame\/due dates for completing asynchronous activities.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:1%\"><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:95%\">\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-75ea9bdc-7e1e-428d-b823-3d38eb34169a\" data-mobilecollapse=\"false\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"false\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-75ea9bdc-7e1e-428d-b823-3d38eb34169a\" tabindex=\"0\">\n<p class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-75ea9bdc-7e1e-428d-b823-3d38eb34169a\" style=\"color: #000000; \">Example of a Format and Communication Statement<\/p>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-75ea9bdc-7e1e-428d-b823-3d38eb34169a\">\n<section class='notebox examplebox'><aside><\/p>\n<h5 class=\"wp-block-heading\">Example of a Format and Communication Statement<\/h5>\n<p><strong>Course Format<\/strong><\/p>\n<p>This course is designed in Brightspace, Memorial\u2019s learning management system. You will be expected to complete online asynchronous activities within Brightspace and participate in the in-person scheduled class sessions on [insert day and time].<\/p>\n<p>All course resources, descriptions for assignments, and further directions will be provided in Brightspace.<\/p>\n<p><strong>Communication<\/strong><\/p>\n<p>Please post all course-related questions in the General Q &amp; A Discussion forum in Brightspace so that the whole class may benefit from our conversation. Please email me within Brightspace from Classlist or via my Memorial email account [insert email) for matters of a personal nature. I will reply to course-related questions and email within 24 hours.<\/p>\n<p><\/aside><\/section><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<ul class=\"wp-block-list\">\n<li><strong>Learning Activities:<\/strong> Select activities that are engaging and can be completed asynchronously and synchronously. See \u2018<a rel=\"noreferrer noopener\" href=\"https:\/\/teachingandlearning.schulich.yorku.ca\/wp-content\/uploads\/2021\/06\/Active-Learning-while-Physically-Distancing-Louisiana-State-University.pdf\" target=\"_blank\">Active Learning While Physically Distancing, Louisiana State University<\/a>\u2019 for suggestive activities for different instructional approaches.<\/li>\n<li><strong>Course Resources:<\/strong> Make resources accessible to all students. See <a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/contentandinstruction.php\" target=\"_blank\" rel=\"noreferrer noopener\">Course Content and Instruction<\/a> web page for suggestions on recording lectures, distributing content, accessibility guidelines, and privacy considerations.<\/li>\n<li><strong>Brightspace: <\/strong>Design your course in Brightspace to guide student learning and your instruction. For information on using the tools and features, see CITL\u2019s <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/content\/using-the-html-editor\/\">Brightspace How-To-Guides and Tutorials<\/a>.<\/li>\n<li><strong>Quality Design Guidelines<\/strong>: To determine if you have included the critical and recommended elements in your course for students to succeed, use the <a href=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/course-design-checklist\/\">CITL Quality Course Design Rubric <\/a>as a guide.<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">Strategies for Facilitating Asynchronous Learning<\/h2>\n<p>Strategies to help facilitate asynchronous learning so students feel more engaged in their learning experience include:<\/p>\n<ul class=\"wp-block-list\">\n<li><strong>Weekly Structure:<\/strong> Create a consistent, clear structure in Brightspace for each week.<\/li>\n<\/ul>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:1%\"><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:95%\">\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-69118798-a664-421d-bf88-fa90002d7d83\" data-mobilecollapse=\"false\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"false\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-69118798-a664-421d-bf88-fa90002d7d83\" tabindex=\"0\">\n<p class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-69118798-a664-421d-bf88-fa90002d7d83\" style=\"color: #000000; \">View an example of a weekly structure<\/p>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-69118798-a664-421d-bf88-fa90002d7d83\">\n<h3 class=\"wp-block-heading\">Example of a Consistent, Clear Weekly Structure<\/h3>\n<p><strong>Week 3 Overview<\/strong><\/p>\n<p>This week we will review how students learn and look at how the different learning theories can influence how you teach and the instructional resources and technology you use. A learning-centered approach to instruction will be discussed.<\/p>\n<p><strong>Learning Outcomes<\/strong><\/p>\n<p>After completing the readings and learning activities for this week, you will be able to:<\/p>\n<ol class=\"wp-block-list\">\n<li>discuss how different learning theories can influence the design of instruction;<\/li>\n<li>identify examples of appropriate assessments, instructional strategies, and resources for each of the four major learning perspectives; and<\/li>\n<li>make decisions on the best media and technology to use for specific instructional situations.<\/li>\n<\/ol>\n<p><strong>Tasks<\/strong><\/p>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">On-Campus In-Person Students<\/h4>\n<p><strong>Before Synchronous Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Review Class Session 4 Agenda.<\/li>\n<\/ul>\n<p><strong>During Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Participate in Class Session.<\/li>\n<\/ul>\n<p><strong>After Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Complete \u2018Check Your Understanding\u2019 activity in Brightspace.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">Synchronous Online Students<\/h4>\n<p><strong>Before Synchronous Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Review Class Session 4 Agenda.<\/li>\n<\/ul>\n<p><strong>During Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Participate in Class Session online via Webex.<\/li>\n<\/ul>\n<p><strong>After Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Complete \u2018Check Your Understanding\u2019 activity in Brightspace.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">Asynchronous Online Students<\/h4>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Watch class session recording.<\/li>\n<li>Reflect on questions posed in session.<\/li>\n<li>Complete online \u2018Check Your Understanding\u2019 activity.<\/li>\n<li>Complete online discussion.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<\/div>\n<p><cite><small>Adapted from Phillips P. (2018). ED3801: Educational Media. Course Notes.<\/small>\n<\/cite><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<ul class=\"wp-block-list\">\n<li><strong>Adding Context:<\/strong> Explain purpose of resources uploaded to Brightspace and provide detailed directions for assignments and activities. For further information and examples, review <a rel=\"noreferrer noopener\" href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/rapid_design_handbook.pdf\" target=\"_blank\"> Adding Context section in A Guide for Designing Online Learning &amp; Increasing Instructional Use of Brightspace<\/a>.<\/li>\n<li><strong>Screencasts:<\/strong> Use screencasts to demonstrate procedures and solutions to problems (Bronkey, 2015). Check out <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/screencast-o-matic\/\">Screenpal<\/a>.<\/li>\n<li><strong>Automatic Feedback:<\/strong> Use Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/using-quizzes-tool\/\">Quizzes tool<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/h5p-interactive-content\/\">H5P Memorial Resources Environment<\/a> to create activities that provide instance feedback.<\/li>\n<li><strong>Exams: <\/strong>Consider using an <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/\" target=\"_blank\" rel=\"noreferrer noopener\">exam wrapper<\/a> for students to reflect on their performance on an exam (Carnegie Mellon University, n.d.).<\/li>\n<li><strong>Discussions:<\/strong> Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-discussion-tool\/\">Brightspace discussion tool<\/a> to engage students asynchronously. Students can share documents and record audio and video postings. Review these <a href=\"https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions\" target=\"_blank\" rel=\"noreferrer noopener\">10 tips to help you design effective online discussions<\/a>&nbsp;(Simon, 2018).<\/li>\n<li><strong>Group Assignments:<\/strong> Have students work together on small, low-stake group assignments that may lead to producing an authentic project due at end of course (Lewis &amp; Hesson, 2021). For suggestions on how to effectively facilitate group work, view the <a href=\"http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html\" target=\"_blank\" rel=\"noreferrer noopener\">University at Buffalo Center for Educational Innovation (CEI) Group Work<\/a> website.<\/li>\n<li><strong>Peer Assessments:<\/strong> Have students do peer reviews\/assessments within a group discussion forum or consider using the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/video-assignments\/\">video assignment tool<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/peerscholar\/\">peerScholar<\/a>.<\/li>\n<li><strong>Sense of Community<\/strong>: Establish social interaction and build a sense of community. For ideas, view CITL\u2019s resource on <a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/Creating_Community.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Creating a Community in Your Remote Course<\/a>.<\/li>\n<li><strong>Updates &amp; Reminders:<\/strong> Use the Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-news-announcements-tool\/\">announcement tool<\/a> to post updates and reminders of tutorials, office hours, and assignment due dates.<\/li>\n<li><strong>Office Hours:<\/strong> Hold office hours and tutorials online using <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/getting-started-with-webex\/\">Webex<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/online-roomsvideo-assignments\/\">Online Rooms<\/a>.<\/li>\n<\/ul>\n<h3 class=\"wp-block-heading\">Other Brightspace Tools\/Features to Consider<\/h3>\n<ul class=\"wp-block-list\">\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/set-up-kit-advanced-topics\/\">Manage Files tool<\/a> to upload or copy a number of files at once from your computer to your course site.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/new-assignment-experience\/\">Assignments tool<\/a> to retrieve and track assignment submissions. Assignments are date stamped when submitted.<\/li>\n<li>Save time grading using the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/grading-assignments\/\">Assignments tool feedback options<\/a>. You can annotate the submission file, record feedback in a text box, attach additional files, or record audio or video feedback. Also, save drafts as you mark and publish when all are graded.<\/li>\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/using-rubrics\/\">Rubrics tool<\/a> to create a rubric and link it to a graded assignment, including a discussion topic. Rubrics can be copied and used in multiple course sites.<\/li>\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/grades-tool\/\">Grades tool <\/a> to create a gradebook for all items you are evaluating students on. Associate a grade item with any quiz, discussion activity, or assignments folder, so grades are automatically entered and a final grade calculated.<\/li>\n<li>Use the <a href=\"https:\/\/documentation.brightspace.com\/EN\/le\/user_progress\/instructor\/class_progress_overview.htm?Highlight=Content%20Progress\" target=\"_blank\" rel=\"noreferrer noopener\">Class Progress <\/a> tool to see the overall progress of a student. This includes seeing if students have logged in to course, viewed a topic page, participated in discussions, submitted assignments, or completed quizzes.<\/li>\n<li>Turn on <a href=\"https:\/\/brightspace-support.tudelft.nl\/completion-tracking\/\" target=\"_blank\" rel=\"noreferrer noopener\">completion tracking<\/a> so students can monitor their own progress. Depending on the completion method selected, content pages students view will be automatically marked as completed or students can manually mark the page as completed when viewed.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/brightspace-video-note\/\">Video Note<\/a> tool to create recordings with your webcam and insert them directly on a content page.<\/li>\n<li>Use the <a href=\"https:\/\/www.vanderbilt.edu\/brightspace\/how-do-i-insert-stuff-into-my-course-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Brightspace Editor\u2019s \u2018Insert stuff\u2019<\/a> option to embed or link to a video note or a resource created within the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/h5p-interactive-content\/\">H5P<\/a> Memorial Resources Environment.<\/li>\n<li>Organize and manage week-specific course items using the <a href=\"https:\/\/community.d2l.com\/brightspace\/kb\/articles\/3630-create-a-checklist&quot;\" target=\"_blank\" rel=\"noreferrer noopener\">Checklist tool<\/a>.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/notifications-and-personal-profiles\/\">notifications<\/a> to keep up-to-date on with course activities.<\/li>\n<li>Use the <a href=\"https:\/\/community.d2l.com\/brightspace\/kb\/articles\/3601-manage-course-events-with-the-calendar-tool\" target=\"_blank\" rel=\"noreferrer noopener\">Calendar<\/a> tool to post due dates and link to descriptions of activities and assessment content pages.<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">Strategies for Facilitating Online Synchronous Classes<\/h2>\n<p>The following strategies contribute to the success of facilitating and supporting student learning in scheduled online synchronous class meetings.<\/p>\n<h3 class=\"wp-block-heading\">Before Session<\/h3>\n<ul class=\"wp-block-list\">\n<li>Prepare an instructional lesson plan or outline\/agenda for each synchronous class session (Kelly, 2020) and upload to Brightspace.\n<ul>\n<li><a href=\"https:\/\/crlt.umich.edu\/gsis\/p2_5\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Effective Lesson Planning<\/a> from the University of Michigan.<\/li>\n<li><a href=\"https:\/\/academicaffairs.sps.columbia.edu\/sites\/default\/files\/content\/Sample%20Class%20Session.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">HyFlex Sample Lesson<\/a> from Columbia University\u2019s School of Professional Studies<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:1%\"><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:90%\">\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-1764151e-d74d-4b5f-87c1-2efbc0ee8da0\" data-mobilecollapse=\"false\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"false\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-1764151e-d74d-4b5f-87c1-2efbc0ee8da0\" tabindex=\"0\">\n<p class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-1764151e-d74d-4b5f-87c1-2efbc0ee8da0\" style=\"color: #000000; \">View an Example of a Weekly Outline \/ Agenda<\/p>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-1764151e-d74d-4b5f-87c1-2efbc0ee8da0\">\n<section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">Example of a Weekly Outline\/Agenda<\/h4>\n<p>Class will meet on (insert date\/time) (Newfoundland standard time) in (insert room location)<\/p>\n<p>If class is meeting via web conferencing note students will join using (insert Online Rooms or Webex) which you can access via Brightspace. (Provide further instructions and\/or link)<\/p>\n<h4 class=\"wp-block-heading\">Topics and Learning Outcomes<\/h4>\n<ul class=\"wp-block-list\">\n<li>Insert topics<\/li>\n<li>Insert learning outcomes<\/li>\n<\/ul>\n<h4 class=\"wp-block-heading\">Participation is based on the following: (see ideas below)<\/h4>\n<ul class=\"wp-block-list\">\n<li>Completing this week\u2019s assigned readings and videos<\/li>\n<li>Completing discussion board activity<\/li>\n<li>Being active during class discussions<\/li>\n<li>Submitting your online quiz and\/or reflective journal entry<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<ul class=\"wp-block-list\">\n<li>Arrange a demonstration of the classroom and online video conferencing technology. Determine what you are responsible for in relation to equipment operation, troubleshooting, and how best to facilitate the session. Visit CITL\u2019s website for <a href=\"https:\/\/citl.mun.ca\/technologies\/c_support\/how.php\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018How to Guides\u2019<\/a> for using classroom equipment.<\/li>\n<li>Establish a general class structure and format \u2014 how you want to facilitate your classroom (i.e., asking questions, use of camera, online netiquette, and technical issues).<\/li>\n<li>Do a \u2018practice run\u2019.<\/li>\n<li>Upload resources used in the session to Brightspace ahead of time. This will save time in class and allow students to prepare for class, including accessing resources when requiring accommodations (CAST, n.d; Marquart, et al., 2018).<\/li>\n<li>For individual, peer or small group activities, display clear directions (i.e., on slide, whiteboard, Google doc) as to what you want students to do (Bergstrom, 2020).<\/li>\n<\/ul>\n<h3 class=\"wp-block-heading\">During Session<\/h3>\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" data-mobilecollapse=\"false\" data-desktopcollapse=\"false\" data-preventcollapse=\"false\" data-showonlyone=\"true\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" tabindex=\"0\">\n<h4 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" style=\"color: #000000; \">Best Practices for Facilitating Synchronous Classes<\/h4>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\">\n<ul class=\"wp-block-list\">\n<li>At the beginning of class, follow up on activities completed online from previous class.<\/li>\n<li>To maintain flow of session and encourage participation from students, build in more formal breaks for question and answer (Kelly, 2019).<\/li>\n<li>If teaching remote and in-person students at same time, rotate questions between both groups (Bergstrom, 2020).<\/li>\n<li>If an online chat is used, pause class periodically for TA or student assigned to share questions and comments in chat (Dexter &amp; Taylor, 2021).<\/li>\n<li>Use online polling tools, such as <a href=\"https:\/\/www.mentimeter.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentimeter<\/a>, to solicit feedback from all students (Dexter &amp; Taylor, 2021).<\/li>\n<li>Use Google docs, slides, spreadsheets or fillable PDF documents for students to record notes or collaborate on a document.<\/li>\n<li>Use online discussion forums in Brightspace to continue discussion after class.<\/li>\n<li>Summarize key points at the end.<\/li>\n<\/ul>\n<p>Review additional <a href=\"https:\/\/citl.mun.ca\/technologies\/videoconferencing.php\" target=\"_blank\" rel=\"noreferrer noopener\">Best Practices for Video Conferencing<\/a> on CITL\u2019s website.<\/p>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-1-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" tabindex=\"0\">\n<h4 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" style=\"color: #000000; \">Group Work Strategies<\/h4>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-1-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\">\n<ul class=\"wp-block-list\">\n<li>Provide clear directions on a PowerPoint slide or Google doc.<\/li>\n<li>Limit group interactions to 10 minutes or less (Lewis &amp; Hesson, 2021).<\/li>\n<li>For physical distancing measures, reduce class group sizes to two or three (Lewis &amp; Hesson, 2021).<\/li>\n<li>Have students take the lead to present their group summary.<\/li>\n<li>Ask a student participating online and an in-person student with a computer to meet in an online breakout room (Lewis &amp; Hesson, 2021).<\/li>\n<li>Assign a Google slide to any group participating online so you can see the interaction taking place, notes they are capturing, and whether additional or less time is needed (Bergstrom, 2020).<\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-2-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" tabindex=\"0\">\n<h4 class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\" style=\"color: #000000; \">Web Conferencing Features and Uses<\/h4>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-2-51ac0f54-b91d-468b-bbe7-c6d327ba64f4\">\n<figure class=\"wp-block-table aligncenter\">\n<table>\n<thead>\n<tr>\n<th>Feature or Tool<\/th>\n<th>Educational Uses for Students and Instructor<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Text Chat<\/td>\n<td>Share links to resources used (i.e., websites, videos, audio clips, images)<br>Upload and share a file (i.e., PDF)<br>Save or copy text chat for review later<\/td>\n<\/tr>\n<tr>\n<td>Share Screen\/Desktop\/Program<\/td>\n<td>Demonstrate an application<br>View or refer students to resource on Internet<br>Present a concept or student presentation<\/td>\n<\/tr>\n<tr>\n<td>Breakout Rooms<\/td>\n<td>Collaborative work<br>Discussion<br>Small group activity<\/td>\n<\/tr>\n<tr>\n<td>Poll<\/td>\n<td>Pre and post assessment<br>Stimulate discussion and debates<br>Provide choice<br>Feedback<\/td>\n<\/tr>\n<tr>\n<td>Whiteboard &amp; Annotation Tools<\/td>\n<td>Display slides<br>Solve a problem<br>Brainstorming<br>Drawing activities<br>Share and annotate other documents, images, etc.<\/td>\n<\/tr>\n<tr>\n<td>Emoticons\/Reactions<\/td>\n<td>Use \u2018Raise Hands\u2019 to ask a question<br>Obtain and give instant feedback (i.e., applause, thumbs up, confused)<\/td>\n<\/tr>\n<tr>\n<td>Presenter<\/td>\n<td>Make a participant presenter (i.e., student presentations, debates, manage slides )<\/td>\n<\/tr>\n<tr>\n<td>Share webcam\/video<\/td>\n<td>Get to know each other<br>Demonstrate a procedure<br>Role playing<\/td>\n<\/tr>\n<tr>\n<td>Copy External Link<\/td>\n<td>Invite a guest speaker<\/td>\n<\/tr>\n<\/tbody>\n<\/table><figcaption class=\"wp-element-caption\">Table 1: Web Conferencing Features and Educational Uses for Students and Instructors<br>Adapted from CAST (n.d.) UDL On Campus, <a rel=\"noreferrer noopener\" href=\"http:\/\/udloncampus.cast.org\/page\/media_webcast\" target=\"_blank\">http:\/\/udloncampus.cast.org\/page\/media_webcast<\/a><\/figcaption><\/figure>\n<\/div><\/div>\n<\/div>\n<h3 class=\"wp-block-heading\">After Session<\/h3>\n<ul class=\"wp-block-list\">\n<li>Let students know when and where the recording is available in Brightspace.<\/li>\n<li>Add the summary of class meeting to Brightspace.<\/li>\n<li>Remind students to complete the follow-up self assessment in Brightspace (Elkhoury &amp; Frake-Mistak, 2021).<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">Some Examples of Flexible Instruction<\/h2>\n<p>See this resource at the University of Waterloo for <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/resources\/blended-learning\/some-examples-blended-courses\" target=\"_blank\" rel=\"noopener\">examples of blended learning<\/a> in courses.<\/p>\n<h2 class=\"wp-block-heading\">References<\/h2>\n<ul class=\"ref-list wp-block-list\">\n<li>Alternative assessments for remote teaching (n.d.). Toronto, CA: York University. Retrieved from: <a href=\"https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/06\/Alternative-Assessments-for-Remote-Teaching.docx.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/06\/Alternative-Assessments-for-Remote-Teaching.docx.pdf<\/a><\/li>\n<li>Bergstrom, M. (2020, November 25). Teaching hyFlex: It\u2019s a genre problem. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications<\/em>. Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/teaching-hyflex-its-a-genre-problem\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/online-education\/teaching-hyflex-its-a-genre-problem\/<\/a><\/li>\n<li>CAST (n.d.). UDL ON CAMPUS: Universal Design for Learning in Higher Education. Retrieved from: <a href=\"http:\/\/udloncampus.cast.org\/page\/media_webcast\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/udloncampus.cast.org\/page\/media_webcast<\/a><\/li>\n<li>Dexter, C., &amp; Taylor, Z. (2021, August 23). The importance of listening to student learning. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications<\/em>. Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/online-course-delivery-and-instruction\/the-importance-of-listening-to-student-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/online-education\/online-course-delivery-and-instruction\/the-importance-of-listening-to-student-learning\/<\/a><\/li>\n<li>Elkhoury, E. &amp; Frake-Mistak, M. (2021). HyFlex course design. Toronto, ON: York University. Retrieved from: <a href=\"https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/07\/Hyflex-Course-Design-.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"URL\" data-id=\"https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/07\/Hyflex-Course-Design-.pdf\">https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/07\/Hyflex-Course-Design-.pdf<\/a><\/li>\n<li>Kelly, K. (2020, May 7). COVID-19 planning for fall 2020: A closer look at Hybrid-Flexible course design. <em>PhiIonEDTech<\/em>. Retrieved from: <a href=\"https:\/\/philonedtech.com\/covid-19-planning-for-fall-2020-a-closer-look-at-hybrid-flexible-course-design\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/philonedtech.com\/covid-19-planning-for-fall-2020-a-closer-look-at-hybrid-flexible-course-design\/<\/a><\/li>\n<li>Lewis, K. D., &amp; Hesson, N. (2021, April 16). Adapting group activities for COVID to ignite student engagement. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications <\/em>. Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/<\/a><\/li>\n<li>Marquart, M., Englisher, M., Tokieda, K., Samuel, V., Standlee, J., &amp; Telfair-Garcia, A. (2018). Can online students be fully integrated into residential courses via web conferencing? Lessons learned from two pilot courses at Columbia University. <em>Workshop presented at the Online Learning Consortium Accelerate Conference, Orlando, FL<\/em>. Retrieved from: <a href=\"https:\/\/academiccommons.columbia.edu\/doi\/10.7916\/D8M91SK7\" target=\"_blank\" rel=\"noopener\">https:\/\/academiccommons.columbia.edu\/doi\/10.7916\/D8M91SK7<\/a><\/li>\n<li>Milkova, S. (n.d.). Center for Research on Learning &amp; Teaching. Strategies for effective lesson planning. Ann Arbor, MI: University of Michigan. Retrieved from: <a href=\"https:\/\/crlt.umich.edu\/gsis\/p2_5\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/crlt.umich.edu\/gsis\/p2_5<\/a><\/li>\n<li>School of Professional Studies (n.d.). HyFlex: Sample lesson. New York: NY: Columbia University. Retrieved from: <a rel=\"noreferrer noopener\" href=\"https:\/\/academicaffairs.sps.columbia.edu\/sites\/default\/files\/content\/Sample%20Class%20Session.pdf\" target=\"_blank\">https:\/\/academicaffairs.sps.columbia.edu\/sites\/default\/files\/content\/Sample%20Class%20Session.pdf<\/a><\/li>\n<li>Bronkey, K. (2015). Rethinking direct instruction in online learning. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. <\/em>Retrieved from: <a rel=\"noreferrer noopener\" href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/rethinking-direct-instruction-in-online-learning\/\" target=\"_blank\">https:\/\/www.facultyfocus.com\/articles\/online-education\/rethinking-direct-instruction-in-online-learning\/<\/a><\/li>\n<li>Eberly Center (n.d.). Exam wrappers. Pittsburgh, PA: Carnegie Mellon University. Retrieved from: <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/<\/a><\/li>\n<li>Lewis, K. D., &amp; Hesson, N. (2021, April 16). Adapting group activities for COVID to ignite student engagement. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. <\/em>Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/<\/a><\/li>\n<li>Simon, E. (2018, November 21). 10 tips for effective online discussions. <em>EDUCAUSE Review<\/em>. Retrieved from: <a href=\"https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions<\/a><\/li>\n<li>Office of Curriculum, Assessment and Teaching Transformation (2021). Group work. Buffalo: NY: University of Buffalo. Retrieved from: <a rel=\"noreferrer noopener\" href=\"http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html\" target=\"_blank\">http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html<\/a><\/li>\n<li>Alternative assessments for remote teaching (n.d.). Toronto, ON: York University. Retrieved from: <a rel=\"noreferrer noopener\" href=\"https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/06\/Alternative-Assessments-for-Remote-Teaching.docx.pdf\" target=\"_blank\">https:\/\/www.yorku.ca\/teachingcommons\/wp-content\/uploads\/sites\/38\/2021\/06\/Alternative-Assessments-for-Remote-Teaching.docx.pdf<\/a><\/li>\n<li>Beatty, B.J. (2019). <em>Hybrid-Flexible course design: Implementing student-directed hybrid classes<\/em>. EdTech Books.&nbsp;Retrieved from: <a href=\"https:\/\/edtechbooks.org\/hyflex\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/edtechbooks.org\/hyflex\/<\/a><\/li>\n<li>Center for Teaching and Learning (n.d.). How do you flip a class? Austin, TX: University of Texas at Austin. Retrieved from: <a href=\"https:\/\/ctl.utexas.edu\/how-to-flip\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/ctl.utexas.edu\/how-to-flip<\/a><\/li>\n<li>Honeycutt, B. (2013, March 25). Looking for &#8216;flippable&#8217; moments in your class. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications<\/em>. Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/blended-flipped-learning\/looking-for-flippable-moments-in-your-class\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.facultyfocus.com\/articles\/blended-flipped-learning\/looking-for-flippable-moments-in-your-class\/<\/a><\/li>\n<li>Lewis, K. D., &amp; Hesson, N. (2021, April 16). Adapting group activities for COVID to ignite student engagement. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. <\/em> Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/<\/a><\/li>\n<li>Teaching tools: Active learning while physically distancing (2020). Baton Rouge, LA: Louisiana State University. Retrieved from: <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8\/edit\" target=\"_blank\">https:\/\/docs.google.com\/document\/d\/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8\/edit<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This resource will help you design flexible instruction, including incorporation of synchronous and asynchronous online components into your on-campus, in-person classes. This type of flexible instruction helps to guide students towards independent learning and maintain instructional continuity when students cannot make it to classes for a variety of reasons. Pre-Planning Flexible Instruction Designing a course [&hellip;]<\/p>\n","protected":false},"author":54,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":true,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[361],"tags":[311,313,257],"collection":[],"class_list":["post-11805","post","type-post","status-publish","format-standard","hentry","category-delivery-modes","tag-flexible","tag-hyflex","tag-instructional-strategies"],"featured_image_src":null,"author_info":{"display_name":"Stacey Alexander","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/salexander\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-34p","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11805","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/54"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=11805"}],"version-history":[{"count":53,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11805\/revisions"}],"predecessor-version":[{"id":22281,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11805\/revisions\/22281"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=11805"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=11805"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=11805"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=11805"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}