Another Angle on Hybrid

What do we think of when we think of hybrid (learning and teaching)? Some face-to-face teaching plus some online teaching? Some synchronous + some asynchronous? Flipping the classroom? Drosos and Guo (2021)* offer another perspective on a kind of teaching that can be included in the category. They show how what streamers teaching do can be seen as a form of cognitive apprenticeship. The authors do not explicitly talk about “hybrid,” but the practices they identify – real time problem solving, improvised examples, insightful tangents, and high level advice – are relevant to hybrid for two reasons. First, they are the kinds of things often cited as why remote or asynchronous instruction is necessarily inferior (the claim being they are absent). Second, they are useful challenges: how can these virtues be built into various hybrid scenarios?

*2021 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

Author: Dan Ryan

I'm currently an Academic Program Director at MinervaProject.com. I've been a professor at University of Toronto, University of Southern California, and Mills College teaching things like human centered design, computational thinking, modeling for policy sciences, and social theory. I'm driven by the desire to figure out how to teach twice as many twice as well twice as easily.

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