It was quite a busy week, with some travelling, going to different offices, a range of meetings and conversations. I also starting thinking about my work for next year.
Followed an interesting discussion about hybrid online. So, what is hybrid learning? If first published my perspective on hybrid (based on Simon Thomson’s ideas) back in May 2020, which I saw hybrid courses as analogue to hybrid cars, and being responsive to a changing external landscape.
With a hybrid course, some sessions are physical face to face sessions. There are live online sessions and there are asynchronous online sessions. In addition, there could be asynchronous offline sessions as well. You may not want to be online all the time! Some sessions could be easily switched from one format to another. So, if there is a change in lockdown restrictions (tightening or easing) then sessions can move to or from online or a physical location. These hybrid responsive courses will allow universities to easily clarify with prospective students about their experience and how they potentially could change as restrictions are either lifted or enforced. It helps staff plan their teaching and assessments to take into account the environment and changes to the situation.
Of course today, no one thinks that kind of responsive course is hybrid.
Sue Beckingham has in the past published a diagram on her view of the different terms that have been used across the sector.
Simon Thomson makes the point in a recent blog post that
I do think Sue Beckingham’s work is really helping in clarifying those differences in opinion on terminology and at least get to a consensus even if some won’t always agree.
We can spend a lot of time discussing what terms to use, or we can spend our time helping staff to deliver highly effective programmes for students. I do think the critical issue is ensuring a shared understanding, rather than focus on discussing the correctness of terms, when it comes to academic development and providing training and support.
Tuesday I was off to our Harwell campus to run a drop-in session about our sector strategy. This was my first visit to Harwell since October 2019. You could tell the difference the hybrid working we now have at Jisc is, as arriving late morning, I was still able to find a space in the car park (there was actually lots of spaces). On all my previous visits to Harwell the car park was (so I was told) full well before 9am. Now with staff working flexibly there are less staff commuting to the office on a daily basis. As you might expect the office was rather quiet.
Microsoft has retired Internet Explorer after 27 years
Internet Explorer’s popularity was dented by the launch of faster browsers such as Chrome and Firefox, as users seized on new applications to navigate platforms including Google Search, Facebook and YouTube. The rise of smartphones then arguably delivered the fatal blow, with Apple’s pre-installed Safari browser and Google Chrome on Android phones helping to shift internet access and usage into the mobile realm.
As a Mac user I remember the frustration of web sites being Internet Explorer only, which was compounded when I started using mobile devices.
I do like this animation of web browser usage over the years.
You certainly see at one point the dominance of Internet Explorer.
I went into our Bristol office on Thursday, it was a lovely hot day, but the office was nice and cool. I had a meeting about my priorities for next year. We have initially decided on personalisation of learning, the (digital) student experience and the intelligent campus (which includes learning spaces and net zero aspirations).
Turned out it was the hottest day of the year so far.
My top tweet this week was this one.
Go and be more innovative – eLearning Stuff https://t.co/LX1lwmeQt6
— James Clay (@jamesclay) June 13, 2022