Designing hybrid collaborative activities

This practice was precipitated by the need to include, and integrate, offshore students into in-class architecture design studio activities. We needed to find a way to pivot quickly and integrate the offshore and remote students into this very interactive unit where students need to be able to share their multimedia designs (drawings, models, images, animations, etc,), collaborate together, and provide each other with feedback.

Optimising the use of technology

We developed a number of  strategies for integrating particular AV equipment to support our hybrid studio deliveries. These included instructor-to-class presentations (using presenter mode) and collaborative student activities which combined  in-class and remote participants in discussion with tutors (using group work mode).

We used two  zoom enabled computers on wheels (COWs): one as the shared screen projecting information to the whole class, and one as the identifiable face of the remote students with an omni speaker/mic attached to provide audio connection.

In this way, we mirrored a real-life classroom which, in turn, helped us to simplify the hybrid mode for everyone.

When operating in group work mode, for example, we muted the remote student COW audio and added a small range omni/mic speaker to a computer in each student group cluster.

Creating presence in the classroom for online students

Both in-class and remote students operated in a shared Zoom meeting and breakout rooms and concurrently in a Mural board that provided a third collaborative working space for everyone.

We had faces and eyes in Zoom, hands in Mural, and voices channelled through the omni mics, so it was a very rich experience for all.

The configuration with multiple camera views of participants and the room provided remote students with more access to the classroom and by rotating the group members in alternating class meetings the remote students had opportunities to engage with diverse classmates and learn from each other.

The initial stages were trial and error , as we learned the most effective settings and AV configurations to support the range of teaching activities employed. The hybrid teaching environment was calibrated collaboratively with both the online and on campus cohorts.
Once we settled on a small number of parts and productive configurations we used them across the semester to facilitate teaching and learning for all, that was well received in SETU, our independent survey, and as evident in the student testimonials in the About this example video.

Here are some considerations when setting up your hybrid collaborative classroom:

1. Consider what the teaching activity is, and what kinds of interactions are required.
2. Calibrate the AV and furniture configurations in the classroom to support the activity, including one audio input/output per Zoom meeting or breakout group and if possible multiple cameras providing visual access to the classroom.
3. Decide whether you require additional technologies to support your teaching. Various audio and video devices can be added into Zoom meetings regardless of the AV equipment built into a classroom.

Example setups

For example portable omni-mics have different ranges for small groups of 4-6 around a table or large rooms or in some cases multiple omni-mics can be interconnected.

However, putting a smart phone in a Zoom meeting in the middle of a table can serve as a speaker/mic for a small group. Likewise, a smartphone on a tripod with the camera on in a Zoom meeting can create movable visual access to the room or a demonstration activity. Similarly a laptop with the camera on in a Zoom meeting sitting on a lazy suzan can be rotated to see various aspects of the classroom.

4. Check with the students about what is working and not working well so you can adjust and refine the set ups.