initial draft of modalities section done

teach_online/modalities.md

@@ -148,7 +148,9 @@ but this is an incredible challenge for instructors.
 
 As can be seen in the discussion above,
 fully in-person and fully online instruction each have their respective pros and cons.
-As a wise little girl in an Old El Paso commercial once said about hard vs. soft tacos,
+As a wise little girl in an
+[Old El Paso commercial](https://youtu.be/YSTJ5Xe-E8c?si=3M0p24wo2N6EtOpF)
+once said about hard vs. soft tacos,
 [*¿Por qué no los dos? (Why not both?)*](https://knowyourmeme.com/memes/why-not-both-why-dont-we-have-both).
 In a hybrid class, instruction happens both in-person and online.
 
@@ -175,29 +177,39 @@ but the result is that some students participate fully in-person,
 some students participate fully online in a synchronous manner via Zoom,
 and some students participate fully online asynchronously via recordings.
 
-## HyFlex
+### HyFlex
 
 I want to briefly revisit the following comment I made about my hybrid courses:
 
-> some students participate fully in-person,
+> *[...] some students participate fully in-person,
 > some students participate fully online in a synchronous manner via Zoom,
-> and some students participate fully online asynchronously via recordings.
+> and some students participate fully online asynchronously via recordings.*
 
 Interestingly, these 3 categories of participation are not mutually exclusive!
 On the contrary, *very few* students actually stuck to a single category for the entire course.
 Instead, most students typically participated in a blend of all 3 categories:
 sometimes attend class in-person,
 sometimes attend class synchronously on Zoom,
 and sometimes miss synchronous class but asynchronously watch the recordings.
+Rather than forcing students to commit to *either* in-person *or* online participation for the entire course,
+{term}`HyFlex` (Hybrid-Flexible) course design allows students to flexibly choose
+between in-person or online participation {cite:p}`beatty_transitioning_2007`.
+The fundamental values in HyFlex design are the following {cite:p}`beatty_hybrid-flexible_2019`:
 
-TODO TALK ABOUT HYFLEX
+1. **Learner Choice:** Provide meaningful participation modalities between which students can choose
+2. **Equivalency:** Ensure that learning outcomes are equivalent across modalities
+3. **Reusability:** Capture learning activities in each mode to reuse in other modalities
+4. **Accessibility:** Ensure that all students are equipped with the necessary technology access and skills to have equitable access to all participation modalities
 
 ## Glossary
 
 ```{glossary}
 Flipped Classroom
   A teaching method in which students read/watch learning materials and work on problems asynchronously before class,
   and in-class time is reserved for problem solving, discussion, and other activities {cite:p}`bishop_flipped_2013`.
+HyFlex
+  Short for "Hybrid-Flexible": a model of course design that allows students
+  to flexibly choose between in-person or online participation {cite:p}`beatty_transitioning_2007`.
 Micro-Classes
   Pre-assigned small groups of students led by an Instructional Assistant
   that remain the same throughout the entire course {cite:p}`alvarado_micro-classes_2017`.

teach_online/ref.bib

@@ -279,3 +279,30 @@ @article{nipa_assessment_2020
 	pages = {2521--2547},
 	file = {Nipa and Kermanshachi - 2020 - Assessment of open educational resources (OER) dev.pdf:C\:\\Users\\a1moshir\\Zotero\\storage\\LVZ3WMP8\\Nipa and Kermanshachi - 2020 - Assessment of open educational resources (OER) dev.pdf:application/pdf},
 }
+
+@inproceedings{beatty_transitioning_2007,
+	address = {Vancouver, Canada},
+	title = {Transitioning to an {Online} {World}: {Using} {HyFlex} {Courses} to {Bridge} the {Gap}},
+	url = {https://www.learntechlib.org/p/25752},
+	abstract = {The HyFlex course design implements a flexible participation policy for students whereby students may choose (weekly) to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class. Artifacts created during learning activities for each set of students becoming "learning objects" for all. HyFlex courses are being used in the Instructional Technologies Masters Degree program at SF State to build an online degree program by transitioning students, instructors, and administration from a traditional past to a hybrid future. HyFlex design principles, descriptions and reports of student and faculty experiences, and administrative issues are discussed.},
+	booktitle = {Proceedings of {EdMedia} + {Innovate} {Learning} 2007},
+	publisher = {Association for the Advancement of Computing in Education (AACE)},
+	author = {Beatty, Brian J},
+	editor = {Montgomerie, Craig and Seale, Jane},
+	month = jun,
+	year = {2007},
+	pages = {2701--2706},
+}
+
+@book{beatty_hybrid-flexible_2019,
+	edition = {1},
+	title = {Hybrid-{Flexible} {Course} {Design}},
+	url = {https://edtechbooks.org/hyflex},
+	abstract = {This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.},
+	language = {en},
+	urldate = {2024-04-10},
+	publisher = {EdTech Books},
+	author = {Beatty, Brian},
+	year = {2019},
+	doi = {10.59668/33},
+}