![]() Report on hybrid/ hyflex / ‘Fusion’ workshop via Dr James Lamb Edinburgh University Speaker details here (under construction!) Book here ![]() (on practical and philosophical questions)įiona Strawbridge/ Martin Compton (on the UCL approach and position), Natasa Perovic (hybrid meetings and working), Rebecca Lindner (hybrid provision of research student supervision), Ben Watson (hybridity through accessibility and inclusivity lenses) Ms Ruth Puhr, Head of Teaching and Learning Development, Les Roches Global Hospitality Education (on Les Roches’ endeavours at embracing hybridity)ĭr Louise Drumm, Associate Professor, Department of Learning and Teaching Enhancement at Edinburgh Napier University. in person (UCL Arena Room – 10th floor, 1-19 Torrington Place) and online (Zoom) This event will be in ‘hybrid/ hyflex’ mode- i.e. Whatever your interest we actively welcome the sceptics and enthusiasts. ![]() Who should attend: Colleagues who teach or support learning and have experiences of hybrid teaching in their own practice and/or those who are interested in simultaneous in person and online wider working approaches and opportunities. However, they also seem to have woven their way into the everyday non-teaching meetings/ activities and calls for ongoing hybridity are prominent. It afforded access to students unable to attend in person, and the techniques developed feature prominently in accessibility discourses. UCL’s approach to “hybrid” teaching was to prioritise scale, and our ‘basic hybrid’ model represented a remarkable effort in both upgrading our tech and upskilling our staff and students. There will then be space to explore opportunities, challenges and enablers, as well as potential hybrid futures for teaching in HE (and, by implication, our wider working practices). T his event, hosted by UCL Arena, will provide an opportunity to hear from speakers from other institutions, alongside colleagues from UCL, about their experiences and perspectives. The techniques do, however, feature prominently in accessibility discourses and seem to have woven their way into the everyday non-teaching activities and calls for ongoing hybridity in conferences are prominent, for example. Whilst, ‘basic hybrid’, as we called it at UCL, represented a remarkable effort in both tech upgrading and technique upskilling and afforded access to students unable to attend in person, there appears to be muted (at best) enthusiasm for continuing this offer at any scale. Teaching students simultaneously online and in-person grew in prominence as Covid lockdowns morphed into a transition back to campus in 22-23.
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