13 Activities and Engagement Strategies
Designing of learning activities
The design of learning activities is the key differentiating factor between seasoned and novice instructors. Learning activities need to be aligned with the learning objectives. Activities also need to be meaningful to the teaching philosophy of the instructor and to the background and motivation of the student.
Scoping and scaffolding assessments – deciding on the right amount of required work, the opportunity for student agency and choice, the order of assignments to help students meet a goal, and determining the necessary support they’ll need to get there—are complex process.
As we design your HyFlex course activities with the core principles of HyFlex design: flexibility, equivalence, reusability, accessibility, & equity, you may consider incorporating the following frameworks:
Equity-minded Course Design:
Collaborative Learning and Inquiry:
Learner Wellness:
- Metacognitive Awareness Inventory
- 1.5 Open Educational Practices (OEP)
- Trauma-informed pedagogy
Regular and Substantive Interaction (RSI) in Distance Learning[1]
The Minnesota college and universities system considers Flexible or HyFlex modes of education as part of distance education. The U.S. Department of Education requires that all online courses to “ensure that there is regular and substantive interaction between students and instructors.”
The core concepts for regular-substantive-interaction (RSI) requirements
Regular Substantive Interaction (RSI) is a concept that has gained prominence primarily in the context of online education and distance learning. It refers to the structured, consistent, and meaningful engagement between instructors and students within the course of study. This interaction is crucial for creating an effective learning environment that fosters student success and satisfaction. The core concepts of RSI revolve around regularity, substance, and interaction, each of which plays a vital role in the educational process.
1. Regularity
- Scheduled and Predictable: Interactions should be planned and occur at consistent intervals throughout the course. This helps in setting clear expectations for students regarding when and how often they will engage with instructors and peers.
- Proactive Engagement: Instructors should initiate contact with students to encourage participation and keep them on track. Regular check-ins can help identify and address issues before they hinder student progress.
2. Substance
- Depth of Engagement: Interactions must go beyond superficial comments or administrative communications. They should involve deep, meaningful exchanges that contribute to the learning objectives of the course.
- Feedback and Guidance: Substantive feedback on assignments, discussions, and other course activities is essential. This feedback should be constructive, specific, and actionable, helping students understand their strengths and areas for improvement.
- Expertise Sharing: Instructors s