Exploring Flexible Learning: A Student-Centered Approach through Six Pedagogical Ideas, Study notes of Literature

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Flexible Learning

Resource

Flexible Learning Resource - Executive Summary (p 1 -4)

Contents

• Characteristics of Flexible Learning
• Some practices used at Ryerson
• A Ryerson Instructor Perspective on Flexible Learning
• Introduction
  • Characteristics of Flexible Learning Flexible Learning
    • Flexible access
    • Flexible content
    • Flexible participation
    • Flexible teaching and learning methods
    • Flexible resources
    • Flexible assessment
    • Ongoing evaluation
• Flexible Pedagogy
• Integrating Flexible Learning
• Flexibility in Assessment
  • Teaching Practices That Compliment Flexibility
• Continuum of Flexibility
• Flexibility Dimensions
• Flexibility Questionnaire
  • Appendix A - Examples Collected for ‘Flexibility Catalog Project’
  • Acknowledgments (Ryerson and York University)

Characteristics of

Flexible Learning

The lack of an agreed upon definition of

flexible education or the use of a definition

that is too broad has led to a confusing

“conflation of educational typologies,” such

as identifying any aspect of a course that is

delivered in a non-traditional way as being

flexible, or equating distance education

with flexibility (Palmer, 2011). Ian Hart has

defined eight principles that he says are

“central to the implementation of a flexible

learning policy” (2000).

Several of these principles are expanded in the following section. 2 Flexible Learning Resource

Ô

Allow students to contribute to and benefit from classes in circumstances when they are unable to attend in person. Flexible participation can range from accessing recorded lectures online, earning participation grades through written reflections instead of attendance, or live streamed lectures with participatory components. Flexible access

Recognition of prior learning

Flexible content

Flexible participation

Ô

Have the ultimate goal of meeting learning objectives and requirements, and allows for these goals to be met in a variety of ways. RYERSON UNIVERSITY 3

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Allows students access to all required course resources both on and off campus. Modular self-instruction materials (remedial, revision, and extension) are available if students require them.

Ô

Focuses on competence and achievement of targets, rather than time limited methods of evaluation.

Implementation of flexible learning

techniques can happen at any or every

stage of course design.

g Ideally, learning is individualized, collaboration is encouraged, and metacognitive goals are pursued. g There is an incremental approach to independent learning, with the ultimate goal of developing a deep approach and learner responsibility.as well as maintaining the frameworks that ensure a quality learning experience (Ryan & Tilbury, 2013). Flexible teaching and learning methods

Flexible resources

Flexible assessment

Ongoing evaluation

This report weaves together a review of current literature on flexible learning authored by Michelle Schwartz, Instructional Design and Research Strategist, for the Learning & Teaching Office, with the findings of an inquisitive project at Ryerson University done in the 2016/2017 academic year titled the ‘Flexibility Catalog Project’. Supported by the Ryerson Mental Health and Wellbeing Committee, this project sought to collect practical examples of how Ryerson instructors were using flexibility in their pedagogical practices. Instructors from York University were also included in this project. The examples gathered in this project from both Ryerson and York University are denoted throughout this report, and are also included in Appendix A under the following three themes: content delivery, evaluation methods and teaching philosophy. RYERSON UNIVERSITY 5

Introduction

Prepared by M. Schwartz, N. Roach, S. Anwar, J. Tanner & R. Thistle on behalf of the Ryerson Mental Health & Wellbeing Committee, http://www.ryerson.ca/lt

Instructors currently face increasing demands on their time in a context of shrinking educational resources and precarious work arrangements. The reality of this can make the pedagogical shifts recommended in this resource feel daunting. The examples listed, currently in use at Ryerson, and accompanying literature are meant to provide ideas, provoke thought and encourage any action towards creating a more flexible and inclusive classroom. Small steps can and do make an impact. In looking at pathways to wellbeing in learning environments, for instance, Stanton, Zandlivet, Dhaliwal and Black (2016) found that one of the major themes in creating wellbeing in the classroom was experiences of flexibility and participation. These experiences ranged from asking students’ input on the course halfway through the semester and responding as able to feedback to giving students choice in determining exam questions. All of these steps, ranging from large to small, had the impact of reducing stress, and increasing students’ sense of support, happiness and satisfaction in the learning environment (Stanton et al, 2016). High stress leads to an interruption in the cognitive processes that are key to learning, such as an ability to focus attention selectively, execute judgement to determine what is most important and retrieve information (Stixrud, 2012). Mental health problems, such as stress, can impair the quality and quantity of learning; it can be stated then that students’ mental health challenges can translate into learning problems (Douce & Keeling, 2014). Thus, taking whatever steps are feasible as an instructor to engage in teaching practices that will reduce students’ experience of stress, such as flexible pedagogy, will enhance their ability to learn and be successful academically. The Ontario Human Rights Commission (2003) outlined a shared responsibility, including educators, in ensuring that students with disabilities can count on a welcoming and inclusive learning environment. The practices outlined in this report outline ways in which instructors can create this environment for all students. Flexibility is an important way in which educators can be future facing and responsive. We hope you find this resource useful. Flexible Learning Shifts in demographics have led to a change in the student bodies of universities, with greater numbers of mature students, students with full time jobs or families, and international students. There has been a change in both student expectations for their education, with a greater emphasis on job preparedness and customizable or self-directed experiences, and employer expectations for their workforce, with a push for greater “flexibility and transferable skills” that will equip students for “more fluid working lives” (UBC).

Flexible learning is one way to address these

shifts. Flexible learning gives students

choices about when, where, and how they

learn. This is often referred to as the pace,

place, and mode of learning.

g Pace “encompasses accelerated and decelerated programmes, part-time learning, recognition of prior learning and associated credit frameworks.” g Place refers to the physical location of learning, whether it takes place in a classroom, or is completed at home, while commuting, or as part of a work-based experience. g Mode refers to the ways that technologies can be used to deliver learning in fully online, blended, or technology enhanced experiences (Gordon, 2014).

Learners, instructors, and institutions all

have a role to play in flexible learning.

g Learners must assume responsibility for their own learning, taking advantage of opportunities that are presented to them and being able to self-advocate for the delivery method that serves their learning best. g Instructors must be able to identify opportunities for flexible learning, “with a growing emphasis on managing the learning process rather than being the primary provider of learning material.” g Institutions must build flexible systems that provide students with choices in their learning, as well as maintaining the frameworks that ensure a quality learning experience (Ryan & Tilbury, 2013). 6 Flexible Learning Resource

8 Flexible Learning Resource g Breaking courses into modules that students can take as they need g “Problem-based—as opposed to managed—curricula that enables students to operate at different levels” g Allowing students to create a course of study that includes “units from other universities, extensions of offered units, supervised practical work or learning contracts” g Instructors and support staff available at all times that are convenient to students g Communication can be “face-to-face or asynchronous, one-on-one or open, timetabled or on- demand” g The delivery mode is set using a combination of the “requirements of the subject and the needs of the individual learner” g “Learning is individualized, collaboration is encouraged, and metacognitive goals are pursued” g There is an incremental approach to independent learning “with the ultimate goal of developing a deep approach and learner responsibility”

Practices Used at Ryerson

g Mini lectures coupled with significant discussion points that relate back to the objectives of the chapter. The discussion points are then analyzed and evaluated in small groups of 3-4 within the class with a 10-15-minute time frame. The class comes back to lecture form and presents their findings g Lectures are not participatory but try to make them as much as you can. Move around to different parts of the classroom so that the angle the professor’s voice is reaching to students keeps changing. It is effective in keeping students engaged and promotes flexible learning for students who have a tough time sitting in lectures. In addition, some professors play music or lead exercises during breaks Flexibility in Practice @ Ryerson: Change/ alternate activities in class every 20 minutes to keep content interesting and students engaged Flexible content

Flexible participation

Flexible teaching and learning methods

RYERSON UNIVERSITY 9 g Access to all university resources are available both on and off campus g Modular self-instruction materials (remedial, revision, and extension) are available if students require them

Practices Used at Ryerson

g PowerPoint/slides provided ahead of lectures to encourage timely review of content that will be discussed g Online submissions rather than in-person (ex. 11: pm submission deadline) g Workshops conducted in partnership with Library services around research skills, writing, editing and creating g Assessment is based on competency rather than time; “on achieving targets rather than normal distribution, on providing feedback as well as judgment” g Assessment is an integral part of the course that evaluates students’ performance in “declarative, procedural, and contextual aspects”

Practices Used at Ryerson

g Provide an outline of different components (such as midterm, assignment, final, article summaries, presentation) and allow students to choose their method of course assessment based on learning style (see Appendix B). g Learning style examples:

1. Traditional: midterm, assignment, presentation
2. Reinforced Learning: midterm, assignment, article summaries
3. “Bookish”: assignment, article summaries, final
4. Innovative: presentation, article summaries, final
5. Procrastinator: assignment, presentation, final g Scaffolding assignments: creating doable, manageable chunks of one large assignment with specific deadlines for each part. The parts build upon each other and therefore highlight the importance of time management g In classes with multiple examinations (2 midterms, 1 final), students have the opportunity to miss one test without any explanation or reason. The makeup test is then scheduled at the end of the term. This helps to ease any difficulties for students who have medical problems, last-minute emergencies or are simply not ready g To evaluate participation, assigning online memos posing a question or invoking a thought (often the practice for online courses) which have to be completed every week. This allows each student to have an equal opportunity to achieve participation marks regardless of whether they’re confident speaking in front of a class or not g Incentivizing students with individual feedback. If a student misses the deadline, but nevertheless submits the assignment and demonstrates the learning goal anywhere between one day late and the last day of term, mark it and include it in the final mark at face value. Late assignments lose no marks; however, will not get the more in-depth, individual feedback as assignments handed in on time. Flexibility in Practice @ Ryerson: Use a ‘floating deadline’. Students hand in the assignment at any time between two dates. Flexible resources

Flexible assessment

2. Future-facing education: enables students to think “creatively and flexibly about future prospects, to generate alternative visions of future possibilities and to initiate action in pursuit of those visions”. To achieve this, students need to be provided with the skills and confidence to address complex, uncertain, and changeable problems, to understand different perspectives, envision alternatives, uncover tacit beliefs and assumptions, and plan ways to work toward positive change. 3. Decolonizing education: involves diversifying curriculum, creating inter-cultural understanding and experiences, and giving students the “ability to think and work using globally-sensitive frames and methods” and different cultural perspectives. The goal is to provide a learning experience that enables students to “understand global-local connections and links between their lives and the experiences of other people worldwide, including the political, cultural, economic and environmental factors at stake and the wider implications for justice and equity”. 4. Transformative capabilities: reframes learning through a holistic lens, thinking beyond cognitive ability to take into account affective and spiritual dimensions, as well as the lifelong learning that takes place in adult and community education. By using transformative learning and critical reflection to engage not just the “intellect but affect, identity, worldview, beliefs and values,” students are provided with the ability to challenge assumptions, to respond to complexity, uncertainty and change, and to “not only to see the world differently but to engage and act differently in it.” 5. Crossing boundaries: places the focus on interdisciplinary and inter-professional learning, taking an “integrative and systemic approaches to knowledge and learning” that transcend the “disciplinary points of focus and specialist expertise that are embedded in the academic endeavor.” Whether through institutional initiatives or informal learning activities that engage students from multiple departments, these inter-disciplinary and inter-professional learning experiences help respond more effectively to “societal, economic, and industry concerns.” 6. Social learning: creates flexibility by acknowledging the “varied context in which learning takes places” beyond the formal curriculum. This area looks at spaces both physical and virtual to rethink how learning is shaped. Social learning can take place through co-curricular learning spaces, informal learning and social interaction, as well as by engaging with forms of technology that focus on interaction and collaboration (Ryan & Tilbury, 2013). Ryerson Faculty Feedback: Proactive flexibility has reduced the need for reactive accommodations and requests further in the semester resulting in higher engagement/ commitment by students, better relationships, and higher work quality. Ryerson Faculty Feedback: Although some professors at Ryerson expressed their initial worry of undermining academic excellence and integrity, they have found that designing flexibility into their courses has resulted in higher efficiency and effectiveness for them as an instructor. RYERSON UNIVERSITY 11

Integrating Flexible Learning This document focuses on the parts of the educational process that instructors can control – meaning a focus on instructional approach and delivery. According to Palmer, instructors can create opportunities for flexible education in any of the following areas: g Time: The pace of a course and the timing of assessments g Content: The topics covered, the sequence of topics, the types of learning materials, the range of assessment methods g Instructional Approach/Design: the “social organization of learning,” whether that means group learning, individual or independent learning, and the format of learning resources, and the “origin of learning resources” (instructors, students, library, Internet) g Delivery: place of study (on campus, off campus, blended, flipped, work-based), opportunities for contact with instructors and/or students, methods of support, and content delivery and communication channels (Palmer, 2011). To determine if the changes that you’ve made in any of the above areas are truly flexible, Bergamin et al. have set out some characteristics that are shared by flexible learning experiences. Ask yourself: g Do your learners have greater control over their own learning? Are they “active and constructive learners, as opposed to passive recipients”? g Are your teaching methods learner-centered rather than teacher-centered, and are your learning resources designed to meet the varied needs of the learners? (2012) In their Guide to Providing Flexible Learning in Further and Higher Education, Casey and Wilson provide some important planning and design decisions that need to be made before trying to make a course more flexible (2005). g In flexible education, the primary focus is on “designing and managing the activities of the students rather than the course content.” To be effective, flexible education needs “more attention in the design phase, and involves us in thinking more about what our students are going to do and the possibilities open to them which we might provide – and their implications” as well as “what constitutes teaching and learning of our subjects.” g More than ever, it is absolutely crucial to have clearly stated learning objectives and assessment criteria. The types of assessment methods tell students everything they need to know about what educational values and attitudes are at the heart of their course. g Create profile of your students – what is their current level of understanding, how much support do they need, and how much independent or self-directed learning could they manage? g Chunk your course – break your content up into topical chunks that can be rearranged or recombined as needed. g Don’t do everything at once – “build expertise, learn as you go, and scale up the operation with increasing experience and confidence.” Document everything in detail, and regularly evaluate to see what works and what doesn’t (Casey and Wilson, 2005). g Help students develop the ability to be self-directed. Because flexible learning requires students to make choices and take responsibility for their learning, it is key that they have the necessary skills to succeed in a course in which they may have some measure of control over the time, pace, or content (Bergamin et al., 2012). Remember that true flexibility goes beyond just replacing one learning format with another; it means providing students with an actual choice, whether it is in the way the course content is presented, or how they are assessed. 12 Flexible Learning Resource

When implementing flexible assessment

formats, Irwin and Hepplestone recommend

that instructors:

g “Determine the degree of flexibility in format choice to build into assessments across the course” g “Refine assessment criteria to ensure they are directed at demonstrating the desired learning outcomes instead of incidental learning outcomes that are specifically linked to the assessment format used previously” g “Have an open and honest enquiry into any preconceptions of the worth of different assessment formats” g Agree on marking strategies ahead of time g “Discuss with students why you are introducing assessment format choice and what the implications are for them” (2012) Teaching Practices That Compliment Flexibility g Invite guest speakers to connect course content to real-world examples to further the understanding of students and promote independent learning g Dedicate a class to discussing the exam format with instructions about how the exam will be designed, what specific chapters or topics will be covered. This helps to alleviate the guesswork and stress of preparing for a final exam that usually accounts for a significant part of the final mark g Publish guides to assist in the completion of assignments, papers and essays such as “Tips for success” and/or “How to create citations” g Vlogging: video blog or video log which can be recorded easily on a smartphone, tablet or webcam and uploaded onto YouTube to share with others g In-person discussion/interview with professor regarding assignment topic g Use a publisher product that can be easily accessed online anytime to help students keep up with course content weekly. Grades can be assigned for the completion of these modules g For factors that cannot be controlled by students, professors can take the lead to incorporate flexibility (E.G., 8:00 am classes can be difficult to get to on time, some instructors choose to make an adjustment to class start time to 8:15 am) Ryerson Faculty Feedback: Implement an approach that teaches ‘with’, not ‘for’ or ‘to’ students. 14 Flexible Learning Resource

Continuum of Flexibility Casey and Wilson have created a “flexibility grid” that can be used to determine where your course currently stands on the continuum of fixed ← → flexible and how to start thinking about ways in which you can make your course more flexible (2005). The aspects of this grid that focus on the pedagogical aspects of flexible education are excerpted below in a slightly modified form: Time Submitting assignments and interacting within the course Tempo/pace of studying Moments of assessment Content Topics of the course Sequence of different parts of the course Orientation of the course (for example, theoretical versus practical) Key learning materials of the course Assessment standards and completion requirements Delivery and logistics Time and place where contact with instructor and other students occur Methods, technology for obtaining support and making contact Location, technology for participating in various aspects of the course Not flexible

- Assignment deadlines fixed and set times for interaction - Materials and tasks fixed – revealed on a weekly basis to students - Fixed - Fixed - Fixed - Fixed - Fixed - Fixed - Fixed time and place according to a timetable - Fixed and restricted range - academic office hours, tutorials - Fixed place – face to face Medium - Assignment deadlines and times for interaction are within stated brackets of time - All tasks and material are available to students at start; studying happens within broadly stated phases, allowing some leeway - Adjustable within limits - Some choice/options - Some variability allowed - Mixed, to suit the subject matter and institutional constraints - Core materials with options, and students allowed/expected to use other materials - Choice of assessment methods allowed, with reference to stated learning outcomes. Completion possible by a number of routes - Some flexibility, within limits - often related to mode of access - Wider range, including online peer forums, different student learning supports - Blended – some face to face and some online work; different locations possible Very flexible - Assignment deadlines and times for interaction are negotiable - All tasks and material are available to students at start; pace of studying entirely up to students - Negotiable with students - Broadly negotiable - Can be completed in any sequence - Students can choose the orientation that suits them - Students able to choose from a wide variety of sources and materials - Assessment criteria and methods negotiable, completion possible by a number of routes. - Course can be completed without ever having to visit the institution - Wide range and adjustable to student needs, access to frequently asked questions (FAQs) and previous cohorts’ work - Location and technology for participating can be negotiated Ryerson Faculty Feedback: “A common fear among professors is that people will take advantage of alternatives because it will be ‘easier’. This is a misconception because only a very, very, small number of people will choose an alternative when not needed. It’s ultimately better to be ‘taken advantage of’ by a small number of people than to not provide the necessary support for the majority of students. Also, taking an alternative does not necessarily mean it will be easier, the same objectives and outcomes are met, just through a different medium”. RYERSON UNIVERSITY 15

Scale of flexibility Flexibility of time management Flexibility of teacher contact Flexibility of content Flexibility of assessment Item

- I can decide when I want to learn - I can define my own learning pace - I can repeat the subject matter at will - I can arrange the learning time - I can contact the teacher at any time - There are different ways of contacting the teacher - I have a say regarding the focus of the topics of the class - I can prioritize topics in my learning - I can choose between different learning forms, including on-campus study, online study, and self-study - I can study topics of special interest - I can set the pace of my assessment - I can select my method of assessment - I can decide the value assigned to each assessment - I can set the criteria for my assessment Flexibility Questionnaire Bergamin et al. developed a questionnaire to measure flexibility in the classroom from the perspective of students. Participants marked their perception of flexibility for each item on a 5-point Likert scale where 1=not true at all and 5=completely true. The questionnaire was broken into three areas, flexibility of time management, flexibility of teacher contact, and flexibility of content. The table below reproduces below in a slightly modified format (2012), with the addition of a section on assessment based on the criteria listed by Clarke and James (1998): RYERSON UNIVERSITY 17 To recap, there are a number of flexible teaching practices already being used successfully on campus at Ryerson as well as York University. We realize that each School is different, but we do have a responsibility to enhance learning across the board. This resources speaks to some practical ways to accomplish this.

Work Cited Bergamin, P. B., Werlen, E., Siegenthaler, E., & Ziska, S. (2012). The relationship between flexible and self-regulated learning in open and distance universities. International Review of Research in Open and Distance Learning, 13 (2), 101-123. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/1238190319?accountid= Casey, J. and Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education. Quality Assurance Agency for Higher Education. Retrieved from http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further- and-higher-education.pdf?sfvrsn= Clarke, B., & James, C. (1998). Flexibility in post-registration nurse education in England. Innovations in Education and Training International, 35 ( 4), 292-301. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/62495665?accountid= Douce, L. A., & Keeling, R. P. (2014). A strategic primer on college student mental health. Retrieved from https://www.naspa.org/images/uploads/main/Campus_Mental_Health_Primer_web_final.pdf Gordon, N. 2014. Flexible Pedagogies: technology-enhanced learning. Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/resources/tel_report_0.pdf Hart, I. (2000). Learning and the ‘F’ word. Educational Media International, 37 (2), 98-101. doi:10.1080/ Higher Education Academy (HEAC). Flexible Learning. https://www.heacademy.ac.uk/workstreams-research/themes/flexible-learning Irwin, B., & Hepplestone, S. (2012). Examining increased flexibility in assessment formats. Assessment & Evaluation in Higher Education, 37 (7), 773-785. doi:10.1080/02602938.2011. 18 Flexible Learning Resource