This week began with an online conference on Hyflex In Action. I liked the way the conference as planned was facilitated in a way that demonstrated good online pedagogy – clearly stated goals; multiple opportunities to engage and in different ways; clear instructions; time to interact with others; sufficient breaks (time away from screen), to support active engagement.

Key take-ways for me included:

  • The need for clear definitions of how we conceptualize at our institution, Hyflex (also Hybrid and other modes) learning
  • As instructors, a clear understanding of why and under what circumstances we want to use Hybrid / Hyflex learning
  • Resourcing – both technological and human – to support effective implementation
  • Rethinking the role of the instructor, not only in terms of in the classroom, but also in terms of the time faculty are given to prepare learning experiences. Hyflex learning is more labor intensive both in and out of the classroom
  • Rethinking the role of students and articulating (jointly co-creating with students) what their role is, depending on how they choose to interact in their learning. Students need a clear understanding of what their roles / responsibilities are in order for them to choose the mode of learning which will best support them for success
  • Change leadership – I’m still trying to get my head around this concept and I see the past two years have demonstrated the challenges many of us have faced, both individually and at the institutional level, of working / managing constantly evolving and dynamic contexts

This week we also had our second Truth and Reconciliation Dialogue Session. The theme this week was Indigenization. The group was smaller than last time and in some ways that was helpful. There was a greater level of participation, particularly from students, who offered many inciteful comments. There is so much to do to decolonize education and one of the challenges for non-indigenous white settler instructors like myself, is unlearning at the same time as relearning. And, language is critical in how we frame our experiences, which is why revitalization of Indigenous languages is so important. A key question was raised: How do we move from teaching about Indigenous Peoples to learning from Indigenous Peoples?

As I continue to reflect on the draft Intercultural Mission and Vision that I’m working on, I will keep this question in mind.