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Episode Info: In the 1960’s, cities built multipurpose stadiums for football games, baseball games, and concerts. These were supposed to be sleek, modern, and broad enough to encompass the needs of every entertainment industry. They were designed to be all things to all people. However, the multipurpose stadiums weren’t designed with the fans in mind, which led to have half-empty baseball games where fans had horrible sight-lines. In football, athletes were losing traction on the baseball infield and slipping on the dirt. As for concerts, the stadiums were exciting but they lacked the sound quality of an auditorium or amphitheater. This is the same challenge we are facing in hybrid learning. If we’re not careful, we can all too easily design lessons that don’t work for students at home or in the physical classroom. I’m not a fan of teaching a hybrid lesson where half the students are at home and half the students are attending via video conference. On a purely functional level, it works. But it doesn’t work well. It’s the instructional version of a spork. By trying to merge together two incompatible formats, you’re left designing lessons that lack the full range of options in either environment. I made this mistake the first time I taught a pedagogy course where half of my students were in person and the other half were at home. I ended up lecturing in front of my computer camera so that students at home could see me via Zoom. I then faced my web camera at the board where they were expected to look at the slides. Fortunately, I had uploaded my slideshow to the LMS but still . . . it was bad. When students asked questions in person, I would repeat it to the students on Zoom. When they had questions, I would repeat it aloud for the students going face to face. I attempted to place students at home with small groups who were in person, leading to bad echoes. Eventually, I changed the grouping and modified the assignment. However, the lesson remained clunky and awkward. However, hybrid learning doesn’t have to be spork learning. I left that first evening with the realization that I had to change our entire hybrid model. I couldn’t simply have students “Zoom in” to the physical course and expect it to work. I had to find a new approach that would maximize the benefits of both face-to-face and virtual environments. That semester, I focused on the Differentiated Model. However, in other semesters, I have used the Multiple Tracks model and the Split A/B model. In today’s article, I’d like to explore five different models you can take with hybrid learning. Listen to the Podcast If you enjoy this blog but you’d like to listen to it on the go, just click on the audio below or subscribe via  Apple Podcasts (ideal for iOS users) on Stitcher (ideal for Android users), on Amazon Podcasts, or on Spotify.  5 Ways to Structure Hybrid Learning The following ...
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