From f2f to online

Reflection and context for artifact: I have created this artifact as a tool to help my colleagues navigate the different possibilities among all the different modalities. The goal was to show that each one of these modalities goes over the same lesson plan. By the end of the day, students have covered the same material. The way that the material is covered, however, is very different, and this variety should match both the modality and the teacher's preferred teaching style. I am also hoping to put to rest the old question of which modality is better. There is no answer, just options, affordances, constraints, and the ability of the instructor to navigate them all effectively.

Except for fully online, all of these modalities are offered by our program. However, only the "F2f" and "Hybrid" titles show up in the course descriptions, but instructors will teach these courses differently, opting for more or less hands-on work in the classroom, and more or less work online rather than in the classroom.

Most of our f2f courses in our program are blended because, while we meet in a physical classroom, we also use our LMS for work completion, which means that some of the work happens online. Some us prefer the flipped model so that we can transform our class meetings into workshops rather than lecture halls. Hybrid are taught in different ways, some flipped, some not, but we usually do not do online synchronous work. That means that our class meetings are our only synchronous work in hybrid classes; some of us use the class meeting for workshop, others to review material and answer questions, while others do a mix.

Each column shows a different mode of instruction, going from face-to-face (f2f) to fully online, illustrating how a lesson plan might change depending on the mode. This will show you how some activities can move online with little change, while others need to be changed considerably to fit the new mode. However, you will notice that each mode ends up covering the same material and objectives.

For a more in-depth description of how lesson plans can migrate from one modality to another, check Erica M. Stone's article "Aiming for the Sweet Spot: A User-Centered Approach to Migrating a Community-engaged Course"