Activity matching with delivery type

The inspiration behind this innovative approach stemmed from the necessity to address potential space constraints within the game programming unit and enhance flexibility in response to timetabling challenges.

Recognising the need for adaptability, we embarked on redesigning workshops to enhance student engagement and provide a flexible learning experience.

We focused on developing highly interactive sessions that allowed students to work through diverse designs, understand various concepts, and build game prototypes using existing game engines.

To facilitate the hybrid model, we used the Class application, similar to Zoom, but with additional features. This tool enabled us to conduct online synchronous activities seamlessly. It allowed the sharing of individual documents to specific breakout rooms, fostering collaborative engagement. The hybrid approach consisted of both in-person and online sessions, strategically chosen based on the nature of the topics. This adaptation aimed to optimise the learning experience for students, making it more dynamic.

The Visual effects and particle systems is an example of one of the Workshops.

Student engagement remained high throughout the semester, and attendance at workshops consistently surpassed 60%, a positive trend compared to historical attendance issues in some units. Despite the challenge of students often not turning on cameras or engaging in verbal discussions during online sessions, the use of collaborative documents and in-class text discussions indicated active participation and comprehension.

The outcome of the hybrid teaching model was characterised by sustained student engagement, successful adaptation to the online format, and positive feedback from students. While challenges like limited camera use persisted, the overall success of the approach demonstrated its effectiveness in maintaining a vibrant and interactive learning experience for students in the game programming unit.

When setting up a similar hybrid teaching activity, it's essential to start planning early to secure priority on classroom allocations and communicate effectively with the faculty and education support team for necessary resources. Adapt existing workshop structures for online delivery, considering the nature of your content and determining which weeks would work better online versus in-person.

It is important to conduct a trial run of the hybrid model, paying attention to student engagement, attendance, and the effectiveness of online tools. Gather feedback from both students and teaching staff for continuous improvement. Evaluate the nature of your content and decide which topics are better suited for in-person delivery and which can be effectively taught online.

If using specific tools requires funding, secure the necessary resources to set up the technology. If the trial proves successful, consider scaling up the hybrid model gradually, keeping in mind the specific needs of different units. Remember that flexibility and adaptability are key when implementing a hybrid teaching approach. Assess the unique characteristics of your course and adjust the model accordingly.

My advice to others considering a hybrid teaching model is to approach it thoughtfully and with careful consideration of the content and structure of your course. Evaluate which components work best in an online format and which benefit from in-person interaction. Planning and communication are crucial, so ensure you have strong communication channels across your learning management system and calendars to keep students informed about the online and in-person sessions.

Additionally, if you are looking to implement a hybrid model, try to get involved early to secure priority on room allocations. This flexibility allows for better planning and execution of the hybrid approach. Keep in mind that student engagement can be maintained through collaborative tools, even if cameras are not always on, and that success in a hybrid model often depends on adaptability and responsiveness to the unique needs of your course and students.