Dual Mode and augmented face-to-face

DUAL MODE AND AUGMENTED FACE-TO-FACE

DUAL MODE: DEFINITION

 In a dual-mode course, the teacher has to manage a physical and a virtual classroom simultaneously and ensure that there is a single group of students despite the physical separation.

The activities he/she proposes to his/her students, whether they are in the classroom or at a distance, must enable them to achieve the learning objectives of the course, which are the same for all students.

All students have access to the same course materials.

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DIFFERENT TYPES OF DUAL MODE COURSE

 Emergency streaming teaching : Allows, as during periods related to the COVID situation, for students who are not able to come to campus (self isolation, illness, student stranded abroad,...) to still be able to follow the course live (and/or recorded if you record the session)  Dual mode defined as a specific pedagogical method: In this case, the teacher knows in advance the composition of his or her face-to-face/remote groups and can therefore create his or her pedagogical activities accordingly in order to encourage the commitment of all parties It can be used for example to make groups from different campuses work together  Mediated face-to-face: In this case, the students are present in the classroom and the teacher is at a distance

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IMPORTANT CONSIDERATIONS TO ANIMATE A DUAL MODE CLASS

 This split in the group engages several principles to consider (Beatty, 2019):  Equivalence of learning activities and assessments, ensuring that the teacher-provided experience provides the same opportunities whether the student is in class or online;  Usability of the material and digital resources, equally for the online and in-class groups of students;  Accessibility of the course session for all students, depending on their technological, mobile or logistical capabilities.

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MAIN PEDAGOGICAL RISKS OF SIMULTANEOUS DUAL MODE CLASS

 Withdrawal of online students from face-to-face students  Passive attitude of online students  Depersonalization of the student-teacher relationship  Less solicitation of online students by the teacher  Difficulty in hearing the exchanges between students in the classroom  High cognitive load for the teacher (course management, technical management, 2 populations to manage simultaneously, ...)

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RECOMMENDED SOLUTIONS: • • • • • • • • • • • • • •

Check if the students already know each other or create a small ice-breaker at the beginning of the session to create the link Regularly solicit remote students by name Have a face-to-face student log in and monitor the chat and requests to speak from remote students to help you Ask your online students to open their cameras when they speak and switch the images in your Collaborate session to share their webcam on the screens in the room.

Si vous avez une majorité d’étudiants en présentiel préférez créer des groupes mixtes intégrant un étudiant à distance dans chaque équipe présentielle If you have a majority of face-to-face students, create mixed groups with one remote student in each face-to-face team If you have a large number of remote students, it is better to create homogeneous groups Towards the end of each course, allow a few minutes to answer any questions from online students Between courses, encourage assignments that rely on interaction between face-to-face and remote students Use an interactive, non-lecture-based teaching method Regularly check the understanding of all participants Microphones installed in all classrooms are the best solution to ensure that the teacher and students can be heard while minimizing background noise. However, if there is a large group of students in the classroom, you may want to repeat the students' statements or ask them to use a handheld microphone (available at the reception desk) Since the classroom board is less visible to students who are at a distance, it is preferable to use the room's touch screen, which will allow you to share simultaneously from a distance and on the room's screens. It is also very practical to annotate, underline,... your documents Keep it simple!

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AUGMENTED FACE-TO-FACE  In an augmented face-to-face course, all the students are present in the room and the professor will take advantage of the technological facilities of the room and the students' equipment (computers, smartphones) to develop his/her pedagogical activities • Examples: • Facilitate the intervention of remote experts or professionals during a course thanks to the streaming system.

• Organize live polls with tools like Wooclap to animate debates, ...

• The facilities have been designed to minimize the amount of intervention required by the teacher once the course has started • A practical guide is available in each room and you can refer to space 23 - PILab EDHEC Professors' guide to learn more • and if you need assistance just call 2020 from the room phone ;-)

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