1、HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READERan overview of frameworks,issues and developments in light of COVID-19 and the way forwardThe information provided in this publication does not necessarily represent the views of the IBE-UNESCO.The designations employed and the presentation of the mat

2、erial in this publication do not signify the expression of any opinion whatsoever on the part of the IBE-UNESCO concerning the legal status of any country,territory,city or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.UNESCO-IBEC.P.1991211 Geneva 20Switzer

3、landTel.:+41.22.917.78.00WWW.IBE.UNESCO.ORGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER1ACKNOWLEDGEMENTSACKNOWLEDGEMENTSThe UNESCO International Bureau of Education(IBE)is pleased to publish the Hybrid Education,Learning and Assessment(HELA)Reader:an overview of frameworks,issues and developmen

4、ts in light of COVID-19 and the way forward.This report would not be possible without the valuable input of numerous people and institutions.The contributions of all are gratefully acknowledged.Special thanks goes to the UNESCO-IBE Director Yao Ydo for his leadership and unwavering support for the H

5、ELA initiative and its publication.The editorial team was led by Renato Opertti(UNESCO-IBE Senior Expert),and included Hugo Labate(UNESCO-IBE Senior Consultant),Omar Thiam(UNESCO-IBE Program Specialist)and Drew Edwards(CEO at Pangea Educational Development).UNESCO-IBE staff,in particular,Yi Yang,Rub

6、en Cruz-Valladares,Perrine Arsendeau,Manvi Chaudhary and Amy Paunila provided editorial support.We are grateful to their invaluable contributions to the HELA reader.The report benefitted from many institutions and their research staff,who developed concept notes and case studies for the HELA Reader:

7、Asia Pacific University of Technology and Innovation(APU),Beijing Normal University(BNU),Catholic University of Uruguay(UCU),East China Normal University(ECNU),Foundation of AI for School(Fondation lIA pour lcole-Institut de France),University of San Andres in Argentina(UdeSA),and SEGi University in

8、 Malaysia.Beyond these institutions,many academics and consultants also contributed.For their inputs,we thank:Phillipe Jonnaert,Pascal Ndinga,Moussadak Ettayebi,Abdoulaye Barry,Lori Rabinovitch,Rassa Malu,Soo Boon Ng,Abtar Darshan Singh,and Axel Rivas.In addition,we would like to express our warm gr

9、atitude to the European Union whose financial support made this reader possible.Many additional colleagues within and outside UNESCO were involved in the translation and production of the reader and we would like to thank them all.HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER2FOREWORDA FOREWORD

10、BY DR.YAO YDO,Director of the International Bureau of Education(UNESCO-IBE)Throughout its history,the International Bureau of Education(UNESCO-IBE)has focused on the study and dissemination of educational innovations,particularly those linked to curriculum,pedagogy,and learning.Today,we are delighte

11、d to present the international community with this reader that provides an overview of the accelerated emergence of Hybrid Education,Learning,and Assessment(HELA)ideas and practices globally.In 2021,the IBE launched the HELA initiative to advance and share knowledge that could support the developmen

12、t of blended systems,integrating technology with in-person instruction.HELA implies broadening the way curriculum is understood and developed and to afford greater and more democratic learning opportunities,processes,and outcomes for all learners through better integration and complementarities betw

13、een face-to-face and remote education.A quick look at what is happening in the field of education,both nationally and internationally,shows that countries are beginning to transform their teaching,learning and assessment methods in response to at least two major challenges.On the one hand,a growing

14、awareness that the future of new generations is largely linked to their education so that they can be the protagonists in the construction of a sustainable,equitable and inclusive future.On the other hand,the recognition of the need to rethink the levels,arrangements,learning environments and provis

15、ions to ensure the integration and complementarity of face-to-face and distance learning.Pre-COVID-19 normality was already encountering many challenges to fully integrate the diversity of learners profiles,contexts,circumstances and abilities in educational policies,curriculum and pedagogy,as well

16、as to encompass and support diversity in the processes of teaching,learning and assessment.The many innovative practices that were put in place during the pandemics have given substance and impulse to new developments in hybrid modes,and the case studies highlighted in this Reader help us envisage t

17、his future as HELA practices are being utilized in ways that extend far beyond any particular technology or practices.HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER3FOREWORDAll over the world,developed and developing countries are making significant and sustained progress in adapting curricula,pe

18、dagogy and teaching to flexible and scalable combinations of face-to-face and distance learning,based on extensive use of technology as a tool to support teaching,learning and assessment.The cases included in this reader invite decision-makers and experts to reflect,and work together with the UNESCO

19、-IBE to identify,develop,experiment,assess,evaluate and scale-up the most effective evidence-based modes of integrating and combining face-to-face and distance education to ensure that all learners are well prepared to address a diversity of life challenges and opportunities as persons,citizens,work

20、ers,entrepreneurs,and community members.Hybrid modes have the potential to expand when education happens,to reconceptualize who is involved,what is fundamentally taught and its rationale,where learning happens,and the flexibility to change all of this.We hope that this reader will help decision make

21、rs to imagine how learning at large,as well as learning pathways,can be reorganized and to identify particular challenges and options for innovation.There are extensive power asymmetries in peoples ability to access and create knowledge as vast digital divides remain,particularly in developing count

22、ries,but the expansive and inclusive nature of hybrid modes allow for durable and dynamic responses to fluctuating access to education while simultaneously enabling its broader social aims,expanding the right to education,learning,information,knowledge,and connectivity to build a more equitable worl

23、d.Dr.YDO YAOHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER4ABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSAESAutomated Essay ScoringAIArtificial IntelligenceAPIsApplication programming interfacesARPA-EdAdvanced Research Projects Agency for Education,USAATSAffective Tutoring SystemCAGRCompoun

24、d annual growth rateCAPComputer Adaptive TestingCIEBCentro de Inovao para a Educao Brasileira(Portuguese),Center of Innovation for Brazilian Education COICommunity of inquiryCOLCommunity of learningCSComputer SciencesCTComputational ThinkingECCEEarly Childhood Care and EducationEdTechEducational Tec

25、hnologyEGRAEarly Grade Reading Assessment EMISEducation management information systemESPEducation Sector PlanGPE KIXThe Global Partnership for Education Knowledge&Innovation ExchangeHEHybrid EducationHELAHybrid Education Learning and AssessmentIBEUNESCOs International Bureau of EducationICTInformati

26、on and communications technologyILPIndividual learning planINECCIndian Network on Ethics&Climate ChangeITCInternational Terrestrial Cable KERISKorea Education and Research Information ServiceLLECELaboratorio Latinoamericano de Evaluacin de la Calidad de la Educacin(Spanish),UNESCOs Latin American La

27、boratory for Assessment of the Quality of EducationLMSLearning Management SystemHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER5ABBREVIATIONS AND ACRONYMSMEPeCoCMethodology for Teaching Computational Thinking for Children(for Spanish acronym)MLMachine LearningMoEMinistry of EducationMOOCMassive Op

28、en Online CourseMoPMEMinistry of Primary and Mass EducationNGONon-governmental organizationNLPNatural Language ProcessingOMOOnline Merge OnlineOEPOpen Education PracticesOECDOrganisation for Economic Co-operation and DevelopmentPISAOECDs Programme for International Student AssessmentRTSRadiodiffusio

29、n Tlvision Sngalaise(French),Senegalese Radio and Television BroadcastingSBCSociedade Brasileira de Computao(Portuguese),Brazilian Computer SocietySDGSustainable Development GoalSTEMScience,technology,engineering and mathematicsSTEAMScience,technology,engineering,the arts,and mathematicsTERCETercer

30、Estudio Regional Comparativo y Explicativo(Spanish),UNESCOs Third Regional Comparative and Explanatory StudyTPACKTechnological Pedagogical Content KnowledgeTVETTechnical and vocational education and training UNDPUnited Nations Development ProgrammeUNESCOUnited Nations Educational,Scientific and Cult

31、ural OrganizationUNFPAUnited Nations Population FundUNICEFUnited Nations Childrens Fund WAEMUWest African Economic and Monetary Union,or lUnion conomique et Montaire Ouest Africaine,UEMOA(French)WASHWater,sanitation and hygieneWCCEWorld Conference on Computer Applications in EducationWFPWorld Food P

32、rogrammeWHOWorld Health OrganizationHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER6EXECUTIVE SUMMARYEXECUTIVE SUMMARYThis book presents an overview of the accelerated emergence of Hybrid Education,Learning,and Assessment(HELA)practices globally after the impulse given by the pandemic,including re

33、levant case studies and examples.We understand education as a social activity that is integrated in every part of society and woven into the social fabric of every community.It is therefore impossible to speak about education in siloed rhetoric,separate from the circumstances of public health or eco

34、nomy.HELA practices are being utilized at an increasing rate in ways that extend far beyond particular technologies or approaches,changing the landscape of education as we know it.These are embedded in the way we live,work,communicate and do business in the current world,and as such we need to help

35、schools to mirror existing social practices.The book systematises what has been learned from the educational innovations generated in response to the pandemic.We showcase 31 innovative programmes from around the world that were created to support students during the crisis.These programmes were chos

36、en because they are-forward-thinking,embodying a vision of the future of education that seeks to educate students holistically,-designed to strengthen the resilience of students and schools,and of communities at large.The innovations are grouped into the following five categories,-supporting student

37、-centred learning,-supporting deeper learning,-supporting student socio-emotional development and wellbeing,-professional development of teachers and school principals,-family engagement.These innovations are further typified according to their degree of innovation:-incremental,-evolutionary,-revolu

38、tionary.We suggest that countries need to build robust global HELA structures to(i)improve/update learning practices to mirror societal needs and trends;(ii)revisit learning at large as well as learning pathways,prioritization,condensation,progression and acceleration to optimize resources and expan

39、d the right to education;(iii)prepare for the possible recurrence of future crises or disruptions that could require alternative ways of educational provisionHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER7EXECUTIVE SUMMARYGoals and conditionsThe HELA initiative(UNESCO-IBE,2021a)aims to advance an

40、d share knowledge that could support the development of blended systems,integrating technology with in-person instruction,effectively responding to diverse student expectations and needs in a variety of education contexts,as well as supporting the development of breadth of competencies through effec

41、tive pedagogy and assessment.HELA seeks to support a broadening of how curriculum is understood and developed(Opertti,2021),and to emphasize greater and more democratic learning opportunities,processes,and outcomes for all learners through better integration and complementarities between face-to-fac

42、e and remote education.For facilitating HELA implementation nationwide,it is necessary to consider 8 core components:1)reliable infrastructure(Huang et al.,2020a),2)user-friendly technology(Huang et al.2020b),3)accessible digital resources(Camilleri&Camilleri,2017),4)pedagogical strategies(Borich,20

43、14),5)continuous assessment(UNESCO-IBE,2015),6)learning-teaching support(Wang et al.,2021a),7)stakeholders collaboration(Huang et al.,2020a),and 8)building an instructional organisation underpinning flexible-hybrid education(Ibid).What we can do togetherThe IBE can offer systemic,technical assistanc

44、e to countries and subregions to work synergically on:The Hybrid vehicle(how)1.Use technology to democratize access to knowledge.2.Integrate and synergize face-to-face and distance education3.Implement a range of hybrid modes to help learners develop the breadth of competencies they needImproved con

45、tent(what)4.Increase the relevance and improve the organization of knowledge in the curriculum5.Develop structured progression of learning trajectories across educational levels,provisions and settingsCooperation(who)6.Reimagine the relationships between educators and students7.Reinforce partnership

46、s between education and diverse of stakeholders8.Strengthen the bonds schools,families and communitiesHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER8EXECUTIVE SUMMARYTechnical assistance can imply any combination of the following,with the involvement of other UNESCO sectors,UN partners and Cooper

47、ation Agencies when needed:a)Development of scenarios to help high-level management(education,economy,health)to create a national/subregional vision for HELAb)Policy development:coaching middle management to produce synergic policy guidelines and planning to design,discuss,and implement HELAc)Suppor

48、t technical decisions providing evidence-based information,success stories and case studies for benchmarkingd)Training/coaching of teams for designing/selecting hybrid vehicles,revising the curriculum and developing cooperation strategies.Training includes conceptual understanding from an internatio

49、nal comparative perspective,as well as“hands on”activities to design and implement innovations.Chapter synopsis and casesChapter 1-Clue#1:A hybrid continuum of learning:the main challenge is to apply face-to-face,self-directed study and online learning as a single compacted continuum,which integrate

50、s different initiatives,platforms,resources,strategies,and activities to broaden the learning experience of each student in order to include the development of a more active learning process that includes an enhanced role for the students autonomy.-Conceptual notes:Axel Rivas(2021).in The platformin

51、g of education.-Cases:ELAN-Bangladesh&Pakistan/EKB-Egypt/Govt.of Norway/Har Ghar school programme-India/Madrasati e-learning S.Arabia/Rehnuma-IndiaChapter 2-Clue#2:Reimagining education through hybrid modes:It is imperative to create a more inclusive,dynamic framework that redefines who students are

52、 and the rights they have,where learning happens,and how knowledge is constructed while simultaneously expanding it across the increasingly blurred lines between sectors.-Conceptual notes:Renato Opertti(2021).Education in a post-COVID world:Additional considerations.-Cases:Govt.of S.Africa/Rising on

53、 Air-West Africa/EKB-Egypt/Govt.of Pakistan/City of Guanajuato-MexicoHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER9EXECUTIVE SUMMARYChapter 3-Clue#3 A curriculum for hybrid learning:hybrid modes require the organisation and functioning of educational centres that are proactive and able to determ

54、ine,implement,and take responsibility for delivering what,how,when,and where they have to teach,learn and evaluate.It is not reasonable just to“delegate or attribute responsibility”without a frame of reference,but there is rather a need of sharing criteria and instruments so that teachers can effect

55、ively lead,manage,and be accountable for the education of following generations.-Conceptual notes:Ng Soo Boon(2021).Developing a Hybrid Learning Curriculum Framework for Schools-Cases:Education above all-Qatar/Kide Science-Finland/Govt.of Kenya/Govt.of Mexico/Rocket Learning IndiaChapter 4-Clue#4 Im

56、plementing hybrid learning:Develop versatile teachers with the ability to combine different learning environments and strategies according to the needs of each student,focus on identifying the most essential elements in education to ensures continuity and fluidity from basic education onwards priori

57、tising the learning progression of each student without interruptions between educational levels.-Conceptual notes:Abtar Darshan Singh(2021)in Conceptualising and implementing hybrid learning models:Challenges and opportunities&Omar Thiam(2021).Schools in the WAEMU area and COVID-19:impacts,innovati

58、ons and recommendations.-Cases:Ceibal Integrado Uruguay/The International Institute of Online Education-China/Govt.of Brazil/Govt.of Costa Rica/Govt.of Mexico/Profuturo-GuatemalaChapter 5-Clue#5 Reorganising the structure and hierarchy of learning for HELA:Hybrid modes imply rethinking the organisat

59、ion and hierarchy of knowledge in the curriculum,as well as in-group and personalised instruction times.Each learner may require different combinations of face-to-face and online learning spaces in order to engage with,develop and achieve the objectives and learning outcomes set by the country curri

60、culum.-Conceptual notes:Phillipe Jonnaert,Pascal Ndinga,Moussadak Ettayebi,Abdoulaye Barry,Lori Rabinovitch,Rassa Malu(2021).Towards an Indigenous Curricula.-Cases:The National Tutoring Program-England/Pangea Educational Development-UgandaChapter 6-Clue#6 Rethinking education systems for HELA:Expand

61、ing the spaces for interaction,for educators and students get to know each other better,to develop empathy and mutual trust,and potentially reducing intergenerational gaps.Increase opportunities and resources to work with different types of knowledge through situations in which students face challen

62、ges.-Conceptual notes:Renato Opertti(2021)in Ten clues for rethinking curriculum.-Cases:Alianza Educativa-Colombia/Government of Finland/Madhis Happy Learners-ChinaHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER10EXECUTIVE SUMMARYChapter 7-Clue#7 Rethinking Stakeholders in HELA:Trust between insti

63、tutions and actors can be reinforced to develop capacities through committing to actions that strengthen teaching and learning for each student equally.For example,families could be supported on how to best accompany their children in education.-Conceptual notes:Renato Opertti(2021)in Education in a

64、 post-COVID world:Additional considerations-Cases:Pangea Educational Development-Uganda/The Sekolah Enuma Indonesia/Leadership for Equitys Swadhyay-IndiaChapter 8-Clue#8 Leveraging the Power of AI:The use of Artificial Intelligence within the framework of a solid humanistic and ethical vision can he

65、lp teachers and learners to find personalised answers to their needs,to support the development of innovative projects outside of the traditional“boxes”,and to integrate different ideas,knowledge and resources to respond to challenges that motivate them to learn.-Conceptual notes:AI for School Found

66、ation Institut de France(2021)in Lapprentissage adaptatif.East China Normal University(2021)in Facing the Age of Intelligence and Cultivating talents of the Age:Report on Artificial Intelligence Curriculum in Senior High Schools in China.&Pereiro,Montaldo,Koleszar,and Urruticoechea(2021)in Computati

67、onal Thinking,Artificial Intelligence and Education in Latin America.-Cases:Chatbot-Argentina/The Sekolah Enuma-Indonesia/Leadership for Equitys Swadhyay-India/Swift eLearning India/OU Analyse United Kingdom/Plan Ceibal-Uruguay HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER11TABLE OF CONTENTSTABL

68、E OF CONTENTSBackground on UNESCO International Bureau of Education(IBE)Publishing DocumentationAcknowledgements 1Foreword 2Abbreviations and Acronyms 4Executive Summary 6Table of Contents 1 1Introduction 12Chapter 1-Clue#1 21Chapter 2-Clue#2 57Chapter 3-Clue#3 77Chapter 4-Clue#4 93Chapter 5-Clue#5

69、1 17Chapter 6-Clue#6 143Chapter 7-Clue#7 161Chapter 8-Clue#8 175References 221Figures,Tables,Terms 247HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER12INTRODUCTIONPurposeThis reader is designed for decision-makers and planners of educational,economic and social policy,curriculum specialists and de

70、velopers,teacher trainers,pedagogical advisers,inspectors,principals,educationists for international organizations and financing agencies.This reader attempts to provide an overview of the accelerated emergence of Hybrid Education,Learning,and Assessment(HELA)practices globally.Despite the prolifera

71、tion of educational technologies and emergent practices to leverage them for decades,these practices were tested,studied,and innovated upon at an unprecedented rate during the novel coronavirus(COVID-19)pandemic.HELA practices are being utilized at an increasing rate in ways that extend far beyond a

72、ny particular technology or practices in themselves and will change the landscape of education as we know it.In doing so,there is a need to emphasise the importance of preparing robust global HELA structures to(i)revisit learning at large as well as learning pathways,prioritization,condensation,prog

73、ression and acceleration;(ii)and prepare for the possible recurrence of future lockdown crises.These practices are indispensable for planners of educational,economic and social policy;curriculum specialists;teacher trainers;inspectors;principals;and educators as they will shape how education is taug

74、ht,what it consists of,and who is included or excluded.This brief aims at creating a broadened understanding and concrete definitions to inform key stakeholders about the potential,limitations,and learnings of HELA known to date,organised around eight clues.It also points to the intersection of HELA

75、 and international prerogatives as well as documented innovations and case studies of use that have been realised around the world.A moment of revelation:facing a global crisisBeginning in 2019,the COVID-19 pandemic emerged,causing one of the greatest disruptions to education in human history.At one

76、 point,COVID-19 forced 9 out of 10 children around the world out of school premises.School closures left nearly 1.6 billion children out of school space(UNICEF,2021).When classrooms locked up,some reopened their doors online.However,for most of the world,distance learning was not an option.43%of hom

77、es in the world and 82%on the African continent do not have a computer or access to an internet connection(UNESCO,2020a).For many children,learning stopped completely as a direct result of the pandemic.Globally,full and partial school closures lasted an average of 224 days(The World Bank et al.,2021

78、).This ranged from 0 days in schools where remote learning and technology was readily accessible to 669 days where it was not.This,of course,varied sharply by where students lived and whether they could afford to enrol in school.In high-income countries,schools reopened relatively sooner and HYBRID

79、EDUCATION,LEARNING,AND ASSESSMENT:A READER13INTRODUCTIONstudents experienced lower learning losses because of access to technologies and more effective remote learning strategies.This was not the case,however,in lower-income countries where educational technology was limited,and strategies of remote

80、 education were least effective(Reimers,2021a).Yet the world was already experiencing a global learning crisis prior to this pandemic.258 million primary and secondary-school-age children and youth were out of school.Many children who were in school were learning very little:53 percent of all ten-ye

81、ar-old children in low and middle-income countries were experiencing learning poverty,meaning that they were unable to read and understand a simple,age-appropriate text at age 10(Azevedo&Crawford et al.,2019).Education is porous:it is integrated in every part of society and woven into the social fab

82、ric of every community.It is therefore impossible to speak about education in siloed rhetoric,separate from the circumstances of public health or economy.Communities who experienced longer school closures due to the pandemic faced a compound crisis,where the pandemic exacerbated the existing learnin

83、g crisis.Further,the resources needed to respond to this widened gap were at the same time larger and less available.These effects do not only impact the pandemic years but carry ramifications long into the future.Human development,especially in the early years,is a high stake,rapidly evolving perio

84、d of growth(Shonkoff,Phillips,National Research Council,2000).The importance of early and consistent access to education cannot be understated.Along with lost opportunities to learn,students experienced a loss of knowledge and skills as a result of a lack of engagement with academic work(Reimers 202

85、1a;Reimers,Amaechi,Banerji,and Wang,2021).Thus,the COVID-19 pandemic has threatened this generation of students who now risk losing$17 trillion in lifetime earnings in present value as a result of school closures,or the equivalent of 14 percent of todays global GDP in low-and middle-income countries

86、.Global Learning Povertyalready over 50 percent before the pandemicis expected to rise sharply with some estimates up to 70 percent,given the long school closures and the varying quality and effectiveness of remote learning strategies(World Bank,2021;World Bank et al.,2022a;2022b).Responding to the

87、crisis through innovationInnovation emerges in response to necessity.Humans are constantly in the process of becoming and reinventing themselves:we adapt,change,and grow.Learning is a lifelong journey that is central to this process.So too is adversity.As we face challenges and roadblocks,we adopt a

88、nd adapt to find different ways forward.This includes adapting how we learn.COVID-19 has caused significant deficits,but it has also been met with an unprecedented period of creativity and innovation of how we educate amidst incredible constraints.Around the world,across HYBRID EDUCATION,LEARNING,AN

89、D ASSESSMENT:A READER14INTRODUCTIONsectors,geographies,and philosophies,different entities made breakthroughs in how we can educate and make learning possible despite these circumstances(Reimers,Opertti,2021).A selection of these innovations have been identified,analysed,and featured in Learning to

90、Build Back Better Futures of Education:Lessons from educational innovation during the COVID-19 pandemic.This book is the product of a collaboration between the Global Education Innovation Initiative at the Harvard Graduate School of Education and the Hybrid Education,Learning and Assessment(HELA)ini

91、tiative at the UNESCO International Bureau of Education(IBE).The book systematises what has been learned from the educational innovations generated in response to the pandemic.The book identified 31 innovative programmes from around the world that were created to support students during the crisis.T

92、hese programmes are forward-thinking,embodying a vision of the future of education that seeks to educate students holistically,that is designed to strengthen the resilience of students and schools,and of communities at large.The innovations studied are grouped into the following five categories,none

93、 of which are mutually exclusive:supporting student-centred learning,supporting deeper learning,supporting student socio-emotional development and wellbeing,professional development of teachers and school principals,and family engagement.These innovations are further typified according to their degr

94、ee of innovation:incremental,evolutionary,revolutionary.In the clues that follow in subsequent chapters,these innovations are listed as practical case studies.Introducing the UNESCO-IBE HELA InitiativeEstablished in 1925,the International Bureau of Education was created to mobilize research-based kn

95、owledge to support education reform.Initially created to promote education initiatives in Geneva,it became more internationally focused in 1929 with the appointment of Jean Piaget as director.In 1946,the IBE began to collaborate with the newly created UNESCO,convening an international conference in

96、education.In 1969,the institute became part of UNESCO.Throughout its history,the IBE has focused on the study and dissemination of educational innovations,particularly with respect to curriculum,pedagogy and learning within an international comparative perspective.In the context of the challenges cr

97、eated by the COVID-19 pandemic,and in recognition of the many challenges faced by countries in low and middle-income countries,which needed to further develop educational technological capabilities,the IBE launched the HELA initiative(UNESCO-IBE,2021a).Its aim is to advance and share knowledge that

98、could support the development of blended systems,integrating technology with in-person instruction with the goal of addressing pre-pandemic education challenges such as effectively responding to diverse students expectations and needs in a variety of education contexts,as well as supporting the deve

99、lopment of breadth of competencies through effective pedagogy and assessment.HELA seeks to support a broadening of how curriculum is understood and HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER15INTRODUCTIONdeveloped(Opertti,2021),and to emphasize greater and more democratic learning opportuniti

100、es,processes and outcomes for all learners through better integration and complementarities between face-to-face and remote education.The HELA initiative seeks to support countries in identifying,developing,experimenting,assessing,evaluating and scaling-up the most effective evidence-based modes of

101、integrating and combining face-to-face and distance education.Ultimately this aims to ensure that all learners are well-prepared to address a diversity of life challenges and opportunities as persons,citizens,workers,entrepreneurs,and community members.The HELA initiative aspires to help build the r

102、esilience of education systems for future disruptions as well as to help transform education systems so they can prepare students for the future.It is based on eight interdependent goals:Goal 1:Promote the integration and complementarity of face-to-face and distance educationHybrid modes combine and

103、 integrate face-to-face and distance learning methods and strategies in order to broaden and democratize learning opportunities for all learners,in a way that is tailored to their needs and expectations(personalization of education).This requires finding the most effective ways of balancing face-to-

104、face and distance education so that students whatever their circumstances,contexts,abilities and preferences can develop their full learning potential.This does not entail simply adding or overlapping online educational platforms,resources and materials to face-to-face education,or replacing it with

105、 online classes.Instead,one big challenge is to craft a continuum of face-to-face and distance learning which integrates different initiatives,platforms,resources,strategies and activities to enhance the learning experience of each student.This involves balancing opportunities for free and universal

106、 access to high-quality platforms,contents,for engagement,and for formative feedback in a way that gives students,as well as teachers and other administrators,the opportunity to learn.Goal 2:Support a diversity of hybrid modes to help learners develop the breadth of competencies they needHybrid mode

107、s do not imply a single model of organization,and do not function equally and in a prescriptive manner for all education centres.Rather,hybrid modes are sustained on the basis of the guidance and follow-up ensured by the central level of the education system with regard to the development of a set o

108、f interconnected competencies that makes explicit what to teach,learn and assess,and why.These competences are binding for all education centres as they define the content HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER16INTRODUCTIONthrough which new generations will be educated for a better,susta

109、inable,inclusive,democratic and fair world.Goal 3:Support the development of structured progressions of learning trajectories across educational levels,provisions and settingsHybrid modes are characterized by the detailed selection,prioritization and sequencing of what are considered essential knowl

110、edge and core competencies.They allow educators to focus on identifying the most fundamental elements in education from early childhood care and education(ECCE)onwards,ensuring continuity and fluidity in addressing diverse issues as well as prioritizing the learning progression of each student,with

111、no gaps or breaks between educational levels.Indeed,hybrid modes cannot operate on the assumption that each subsystem or educational level,whatever it may be,defines its contents by itself.Likewise,teacher education,as well as teacher professional development,must serve the purpose of strengthening

112、teachers competencies in the design of courses,activities and resources,grounded in the combination of face-to-face and distance learning.Versatile teachers are essential to hybrid modes as they are equipped to combine and customize different learning environments according to the needs of each stud

113、ent.Goal 4:Revisit the relevance and organization of knowledge in the curriculumHybrid modes imply rethinking the organization and hierarchy of knowledge areas in the curriculum(Ng,2021),as well as revisiting instructional times.This is based on an understanding that each learner may require differe

114、nt combinations of face-to-face and distance education in order to engage with,develop and achieve the objectives and learning outcomes established.Instructional time can no longer be thought of as fixed and static for all learners.Instead,it can be a powerful tool to support the diversification of

115、learning strategies,customized to the unique needs of each student,in order to achieve equally meaningful outcomes for all learners.To this end,hybrid modes rely heavily on education centres playing a proactive,empowered role in determining,implementing,and taking responsibility for delivering what

116、and how to teach,learn and assess.It is not a question of delegating or attributing responsibility without a frame of reference,but rather of providing robust guidance to schools so that educators can effectively lead,manage,and take responsibility for the education of the new generations.HYBRID EDU

117、CATION,LEARNING,AND ASSESSMENT:A READER17INTRODUCTIONGoal 5:Reimagine the relationships between educators and studentsHybrid modes redefine the relationships between educators and students.By expanding the spaces for interaction,educators and students have the possibility of getting to know each oth

118、er better,and,in different situations and contexts,generating conditions for greater levels of rapprochement and empathy,and potentially reducing intergenerational gaps.At the same time,they can profit from a vast range of opportunities and resources to craft ideas integrating different types of kno

119、wledge.The production,transmission,dissemination and discussion of knowledge by educators and learners is a key feature of hybrid modes.Goal 6:Reinforce partnerships between education and a diversity of stakeholdersHybrid modes entail a renewed dialogue and collective construction between education

120、and social policies at large.This should mean that the state,strengthened in its role as guarantor,ensures that all families and households have access in terms of physical infrastructure and equipment,as well as to connectivity,platforms and devices that enable hybrid modes to become a lever for so

121、cial and educational equity(Rivas,2021).This corresponds to the Rewired Global Declaration on Connectivity for Education,issued by UNESCO and Dubai Cares in 2021,that puts forward principles and commitments to ensure that connected technologies advance aspirations for inclusive education based on th

122、e principles of justice,equity and respect for human rights(UNESCO&Dubai Cares,2021).At the same time,the state must also guarantee the implementation of social protection networks.This includes,among other fundamental components,providing food,health and psycho-emotional support services for studen

123、ts,within the framework of an intensive promotion of healthy,sustainable and caring lifestyles likely to have a positive impact on students overall wellbeing.To this end,it also implies a closer relationship,based on trust and collaboration,between the state and civil society in ensuring the use of

124、different spaces and activities so that each student can find ways to fulfil their aspirations.It is a matter not only of reinforcing learning spaces and instructional time key though these are to the well-being and development of each student but also of enhancing diverse and mutually reinforcing l

125、earning experiences.These,when coming from different institutions and actors,can contribute to the comprehensive formation of the learner.HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER18INTRODUCTIONGoal 7:Use technology to democratize access to knowledgeA proactive use of technologies as part of

126、hybrid modes can serve to enhance the opportunities for the production,circulation and dissemination of knowledge without borders or obstacles.In this sense,the use of artificial intelligence(AI),within the framework of a solid humanistic and ethical vision(UNESCO-IBE,2021b),can be a fundamental dri

127、ving force to support educators and learners in exploring personalized answers to their needs.Likewise,AI can support the development of innovative projects outside traditional boxes,which allow educators and learners to integrate different ideas,knowledge and resources to respond to challenges that

128、 propel them to learn.Goal 8:Strengthen the bonds among schools,families and communitiesHybrid modes present a unique opportunity to rethink the relationships between diversity of stakeholders.Trust between institutions and actors can be reinforced not just in terms of collaborating with the school,

129、but also with the aim of developing capacities and committing to collective action to ensure that each learner has an effective,personalized and enjoyable learning opportunity.For example,this would imply that families could be trained on how best to accompany their children in education,in order to

130、 fulfil the role of learning coaches.”These goals speak to the evolving nature of virtual education as compliment to in-person education and as an acceleration of the inevitable symbiosis between the two.Hybrid education is about the different connections of pieces to ensure meaningful,sustainable a

131、nd effective learning.Hybrid modes can contribute to represent the education of today and tomorrow,and can allow new generations to be masters of their own destiny.HELA and the Futures of EducationPrior to the pandemic,UNESCO launched the Commission on the Futures of Education in September 2019.The

132、Commission is a global initiative tasked to reimagine how knowledge and learning can shape the future of humanity and the planet.Over the course of its 75-year history,UNESCO has asked three Commissions to develop a framework on the Futures of Education.The most recent one was a 17-member body chair

133、ed by Sahle-Work Zewde,President of Ethiopia.The central message of the report issued by the Commission calls upon education to write a new social contract.One that Audrey Azoulay,Director-General of UNESCO says,“aims to rebuild our relationships with each other,with the planet,and with technology.”

134、Likewise,the chairperson,HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER19INTRODUCTIONSahle-Work Zewde,warns of practical challenges and threats,remarking that“Despite the promise of the ability of technology to connect us,vast digital divides remain,particularly in Africa.There are extensive powe

135、r asymmetries in peoples ability to access and create knowledge.”HELA is central to the Commissions vision of the futures of education and uniquely poised to operationalize this transformation of education.The potential expansive and inclusive nature of hybrid modes allow for durable and dynamic res

136、ponses to fluctuating access to education while simultaneously enabling its broader social aims.This initiative is of course an immense task that no singular government or entity can achieve alone.It is even more challenging and imperative in light of the devastation caused by the pandemic.As Reimer

137、s and Opertti propose,“The issue is not whether it will be challenging to transform education”to address these goals,“it is that we have no choice if we are to repair the serious,multifaceted forms of harm to communities and nations caused by the pandemic.”(Reimers&Opertti,2021).HYBRID EDUCATION,LEA

138、RNING,AND ASSESSMENT:A READER20INTRODUCTIONCLUE#1:A HYBRID CONTINUUM OF LEARNING1Hybrid modes combine and integrate both face-to-face and online learning strategies and methods in order to broaden and democratise learning opportunities,processes,participation and outcomes for all learners,in a way t

139、hat is tailored to their personal needs and expectations within collective learning environments.This requires finding the most effective ways of balancing face-to-face and online learning so that students whatever their circumstances,contexts,abilities,and preferences can develop their full learnin

140、g potential.This does not mean simply adding online educational platforms,resources,and materials to face-to-face education,or replacing this with online classes.Instead,the main challenge is to apply face-to-face,self-directed study and online learning as a single compacted continuum,which integrat

141、es different initiatives,platforms,resources,strategies,and activities to broaden the learning experience of each student in order to include the development of a more active learning process that includes an enhanced role for the students autonomy.Hybrid Education,Learning,and Assessment(HELA)itsel

142、f is quickly evolving in our rapidly changing world.It is therefore essential to establish a common vocabulary of both definitions and parameters of hybrid learning in order to build a common understanding,and the growing practices and possibilities within it.Understanding Hybrid Education,Learning,

143、and Assessment(HELA)1 Several countries have started transforming their education process,learning pathways,and assessment practises to cope with the needs of new generations.Along with these practices,it is urgent to rethink levels,provisions,and environments for educational development.This change

144、 of practices and the new opportunities offered by technology need to be made coherent by a vision,and HELA could be such an integrating model for a sustainable education in the future(UNESCO-IBE,2021a).HELA promotes the design,development,and assessment modes of sustainable education outlined in Ta

145、ble 1.1 Principles of HELA(IBE,2021a).1.This section draws on the work made by Huang et al.(2021).A Guideline Framework for Hybrid Education,Learning,and Assessment(HELA).Geneva,Beijing:UNESCO International Bureau of Education(IBE)and Smart Learning Institute of Beijing Normal University.1CLUE#1:A H

146、YBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER22Table 1-Principles of HELA Proactive use of technologies can enhance the opportunities for the production,circulation,and dissemination of knowledge without obstacles.HELA combines and integrates in-person and online learn

147、ing to provide learning opportunities for all learners in a way that is personalised,locally and culturally contextualized.HELA does not imply a one-size-fit-all model of organisation and does not function equally and in a prescriptive manner for all educational centres.HELA is characterised by the

148、careful selection,prioritization,and sequencing of essential knowledge and core competencies to support learners and learning.HELA implies rethinking the organization and hierarchy of knowledge in the curriculum and revisiting the notion and scope of instructional time.HELA redefines the relationshi

149、ps between educators and students.HELA presents a unique opportunity to rethink the relationships between schools,learners,students,families,and communities.HELA entails a renewed dialogue and collective construction between education and social policies in general.Defining Hybrid Learning2One of th

150、e central elements of HELA has been defined by Staker and Horn(2012)as a formal education programme in which a student learns at least in part through online delivery of content.In this context,students can control time,place,path,and/or pace individually from home.Term 1-Hybrid LearningA learning a

151、pproach that combines both remote learning and in-person learning to improve the students experience and ensure learning continuity.Hybrid learning is also called blended learning by some authors,and it is conceptualised as meaning that 30-79%of the course content is delivered online(Huang et al.,20

152、20).In contrast,“face-to-face”instruction refers to courses in which 0-29%of the content is delivered online(including traditional and web-facilitated courses)while“online courses”are defined as having at least 80%of the course content provided online.2.(UNESCO 2020a,p1 1)1CLUE#1:A HYBRID CONTINUUM

153、OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER231HYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER24CLUE#1:A HYBRID CONTINUUM OF LEARNINGDriven by the educational practices that emerged during the COVID-19 pandemic,Online-Merge-Offline(OMO)learning has become one of the new forms of hy

154、brid learning(Huang et al.,2021).This mode relies on hybrid infrastructure and Open Educational Practices(OEP)to merge online and offline learning spaces together in real-time while simultaneously seamlessly teaching students in both the physical classroom and online.The development of the OMO class

155、room framework is made possible with the support of wireless devices providing cloud-based services and including data analysis processes.In the ideal context of OMO learning,technology and open educational resources can foster communication and interaction among teachers and students,both online an

156、d offline,even though they are situated in different learning spaces.The goal is to provide authentic and innovative learning experiences,as well as more flexibility for teachers to teach both online and offline students at the same time.For instance,in a case-study of using OMO learning in English

157、classes(Huang et al.,2021),an interactive board with a smart pen was used in an OMO classroom,where students from the physical classroom and students from the online classroom simultaneously work together to complete various English sentences(i.e.,a fill-in-the-blank type of learning activity)under

158、the guidance of the teacher.This OMO learning scenario can foster learning interactions between online and offline students at the same time,regardless of the learning space where they are physically.Additionally,both online and offline students can see the learning interaction and receive oral feed

159、back from their teacher as well as from their online and in-classroom peers.Table 2 highlights the difference between the traditional hybrid learning and the new hybrid learning(OMO learning).DimensionTraditional hybrid learningNew hybrid learning(OMO learning)Environmentonline and in-classroomImmer

160、sive and merged online-offline environment;Smart offline environments(e.g.,sensors,interactive board,etc.);Ergonomic in-classroom environments(movable chairs and tables,etc.)Resourcesprinted and digital resourcesPrinted and digital open educational resourcesPedagogy digital pedagogyOpen educational

161、practices(open pedagogy,open assessment;open collaboration)Assessmentonline and offline assessment methodsMulti-modality learning assessment1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER25Key elements to facilitate HELA HELA,as a new trend in educational deve

162、lopment(UNESCO-IBE,2021a),deserves to be tested in more countries and regions.For facilitating HELA implementation nationwide(see Figure 1.1),it is necessary to consider 8 core components:1)reliable infrastructure(Huang et al.,2020a),2)user-friendly technologies(Huang et al.2020b),3)accessible digit

163、al resources(Camilleri&Camilleri,2017),4)pedagogical strategies(Borich,2014),5)continuous assessments(UNESCO-IBE,2015),6)learning-teaching supports(Wang et al.,2021a),7)stakeholder collaboration(Huang et al.,2020a),and 8)building an instructional organization underpinning flexible-hybrid education(i

164、bid).These 8 components are essential,but implementing these components is a substantial investment over a medium and even long-term project for all countries,especially those where infrastructure is limited.National or regional education authorities can promote HELA development as an opportunity to

165、 facilitate a deeper integration of Information and Communications Technology(ICT)and education,advance the innovation of application and operation mechanisms,reasonably optimise the allocation of educational resources,and innovate the provision of educational services,thus enabling the nationwide d

166、igital and intelligent transformation and upgrading of education.Figure 1-A framework of facilitating HELA nationwide1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER261)Reliable infrastructureImproving the nationwide infrastructure is crucial for strengthening

167、HELA implementation.The first key element for conducting HELA is to ensure reliable infrastructure,especially stable and high-speed internet,storage and computing servers,teaching and learning devices(Huang et al.2020a;IBE,2021a;Wang et al.,2021a).Stable and high-speed internet:A dependable network

168、environment is crucial to support different activities(Huang et al.2020b),such as synchronous cyber-teaching using video conferencing,asynchronous cyberlearning by accessing or downloading digital learning resources(Huang et al.2021),and learning collaboration with peers via social media.Poor networ

169、ks will make it very hard for students to participate in hybrid education(Al-Salman&Haider,2021)and will discourage them.The governments responsibilities involve providing high-speed and stable networks(Wang et al.,2021a),promoting new network technologies such as 5G,IPv6,and new generation WiFi to

170、campus,and accelerating the iterative upgrading of network infrastructure.Storage and computing servers:Adequate data storage space and server computing power needs to be established to support the development of HELA.Data storage is the basis for data analysis,which is an essential foundation for e

171、nhancing hybrid education.In addition,HELA involves new intelligent devices and software.Running these devices and software generates many data processing requirements challenging the current extent of server computing power.In addition,the hybrid learning process generates a large amount of data,wh

172、ich also requires higher server storage capacity to save data files.Thus,it is particularly important to provide sufficient data storage services and processing services for HELA(Huang et al.2020b).Teaching and learning devices:HELA involves using digital resources for online and face-to-face instru

173、ction,which also requires that teachers and students have reliable devices to participate in the learning process(IBE,2021a).Teachers can use teaching devices to create course resources,use multimedia classrooms or online platforms to teach during the class,and computers to conduct data analysis to

174、assess teaching effectiveness.In addition,students need to use computers,smart tablets,smartphones or other devices to participate in hybrid learning.Interaction,online collaboration,and independent learning need learning devices(Huang et al.,2021).In terms of optimization,the government may conside

175、r distributing personal learning terminals suitable for student use,promoting digital resources,and supporting face-to-face and remote personalised learning.2)User-friendly technologiesWith reliable infrastructure as the basis,the second key element is to provide students,teachers,and administrators

176、 with tools,software,and systems.To ensure a good experience for teachers and students,the technologies for HELA may be user-friendly,including learning facilitating/assessment tools,course authoring tools,and learning management systems(Huang et al.2020b;IBE,2021a).Learning facilitating/assessment

177、tools:Learning tools with a good user experience are more likely to be favoured and used by students,thereby developing the potential for active learning(IBE,2021a).Easy-to-use assessment tools can be convenient for teachers to use and support students 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID ED

178、UCATION,LEARNING,AND ASSESSMENT:A READER27to do self-assessment.Learning tools with personalised learning functions can support the whole process of learning intervention and help teachers and students master the current learning effects(Al-Salman&Haider,2021).The online education platform provides

179、an easy-to-use experience for teachers and students and supports online and face-to-face teaching(IBE,2021a).Course authoring tools:Teachers need to create course materials that are suitable for online and face-to-face instruction,which requires them to have course creation tools with a good user ex

180、perience.Teachers can create PowerPoint-based courseware with interactive features and accompanying multimedia materials to help students in independent learning(Huang et al.2020b).For increasing the supply and development of course authoring tools,the authorities can call for more social organisati

181、ons and private sector enterprises to participate;advocate sharing of course materials,and encouraging open-source sharing of educational software.Learning Management Systems(LMS):LMS can provide easy and effective functions for teachers and students(Huang et al.2020b).Strengthening LMS functions in

182、 knowledge production,resource sharing,learning support,monitoring and evaluation,management decision-making,etc.,will aid teachers to realise the whole process of education and teaching,and ultimately optimize the efficiency and quality of teaching.3)Accessible digital resourcesDigital resources ha

183、ve become indispensable primary resources for the implementation of HELA.The development of a new generation of information technology(such as big data,cloud computing,etc.)has assisted in developing digital resources.Providing easy access to digital resources for teachers and students is the third

184、key factor to consider,especially in interactive and multimedia resources,open education resources and MOOCs,and immersive learning resources(Camilleri&Camilleri,2017).Interactive and multimedia resources:In hybrid education and learning,interactive resources can help students gain more learning exp

185、erience(Liu,2017).Course resources include videos,audio,text,pictures,etc.,which can facilitate students participation in a hybrid education and foster active learning(Huang et al.,2019).The government may provide funds to encourage educational resource production institutions to expand resource sha

186、ring and support to schools,teachers,publishing units,and resource development companies to participate in digital education resource sharing.Libraries,museums,science and technology museums,etc.,can share all resources with teachers and students.The digital education resource sharing plan may enric

187、h interactive and multimedia resources.Open Education Resources(OER)and MOOCs:OER was defined as:learning,teaching,and research materials in any format and medium that reside in the public domain or are under the copyright that has been released under an open licence that permits no-cost access,reus

188、e,repurpose,adaptation,and redistribution by others(UNESCO,2019).The already released resources of OER and MOOCs(Kaplan&Haenlein,2016)provide students with opportunities to use and share the worlds high-quality curriculum resources(Masson,2014;Huang et al.2020b).OER helps teachers save more time on

189、course development and focuses more on the teaching process and results.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER28 Immersive Learning(IL)resources:practitioners in hybrid education could actively consider using Immersive Learning resources that can help

190、 stimulate students desire to learn(Hergueux&Jacquemet,2015).IL resources can also enhance the learning experience.For example,students can use VR to gain an immersive experience,and 3D projection can help students gain a more detailed view.The government could issue supportive policies to promote t

191、he development of IL resources based on new technologies such as artificial intelligence and virtual reality.Teachers can build a virtual laboratory based on the internet,which can be used for technical training and exploratory learning.4)Pedagogical strategiesHybrid learning incorporates both onlin

192、e and face-to-face learning and requires a simultaneous updating of teaching and learning approaches to achieve optimal results,so choosing the appropriate pedagogical strategies is the fourth key element to consider.Hybrid education provides opportunities for the use of diversified teaching strateg

193、ies(Borich,2014;Gordon,2014)and implies three perspectives to ensure the implementation of HELA:learner-centred instructions,open education pedagogies,and personalised learning approaches(Tlili et al.,2019;IBE,2021a).Learner-centred instructions:Learners perceptions and achievements are crucial for

194、successful teaching and learning.Pedagogical strategies to conduct HELA with the learner at the centre help bring out the learners initiative,motivation,and creativity(IBE,2021a).Teachers and administrators could make learners involved in the entire learning process and support their acquisition of

195、knowledge and skills(Borich,2014).Teachers may consider learning contexts in course preparation and design learning materials that match learners cognitive levels.In addition,teachers could communicate with learners frequently during teaching activities and help learners solve their difficulties.Som

196、e of the activities mentioned above and the entire instruction should be designed in a learner-centred approach(Huang et al.,2019).Open education pedagogies:With the internet,hybrid education is no longer limited to the traditional classroom and can incorporate more open educational strategies.Open

197、Education allows students to acquire knowledge through hands-on exploration and stimulates students interest to keep exploring.Open Education can increase access to quality educational content for learners,hence helping learners achieve self-learning and lifelong learning.Together with easily access

198、ible digital resources,open education can help learners gain a deeper understanding of the subject matter,all of which reflect a student-centred philosophy(Tlili et al.,2019).Personalised learning approaches:Personalised learning approach is a way of learning based on the different characteristics o

199、f learners to help students achieve their individual development goals(Wang et al.,2021b).Learners can carry out personalised learning to obtain exclusive learning strategies,whether in the classroom or independently.The implementation of personalised learning respects the learners interests and pre

200、ferences and helps students become self-motivated and active learners(Davidson&Major,2014).A personalised learning approach also revolves around the learner in a learner-centred environment,using information,content,skills,and support tools(IBE,2021a).Schools may enhance the application of hybrid ed

201、ucation from the above perspectives.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER295)Continuous assessmentsAssessments should not only be regarded as a method to measure what the student has learned,but also as a means for students to develop and reinforce t

202、heir competencies by providing multiple ways of demonstrating their learning(Casey&Wilson,2005).Continuous assessments can help students and teachers identify areas of improvement.Co-assessments,self-evaluations,peer evaluations,and instructor assessments are also essential steps in testing the effe

203、ctiveness of hybrid education(IBE,2015;Huang et al.2020a;IBE,2021a;IBE,2021b).Co-assessment and self-evaluation:Co-assessments are evaluation methods that teachers and learners use together(IBE,2021b).Self-evaluation is a method that learners use to evaluate their own learning effectiveness(IBE,2021

204、b).Two evaluation methods can help learners understand their current learning progress to identify weaknesses.In addition,co-assessment can provide learners with opportunities to learn from each other and learn from the work completed by other learners.The mixed-use of the two evaluation methods is

205、beneficial for helping learners understand their learning performance more objectively.Peer evaluations:Peer evaluations are often conducted by peer students in the same collaborative group to objectively assess the effectiveness of learners progress(Huang et al.2020a;IBE,2021b).Peer evaluation help

206、s to identify learners deficiencies and shortcomings and allows learners to get suggestions for improvement.Learners can know their learning status and learning effectiveness from peer evaluation.Peer evaluations can be conducted quickly through the E-learning system,and peers can comment and score

207、directly in the system(Larmer et al.,2015).Instructor assessments:Instructors can also conduct evaluations in hybrid education,which is also more efficient and effective(IBE,2021b).Because instructors are involved in the entire teaching process,instructor assessments help instructors examine the ove

208、rall effectiveness of the whole teaching process to motivate them in teaching.With the help of the online learning system and AI,instructors can review the entire learning process,not just the evaluation of the final test(IBE,2015).6)Learning-teaching supportsThe government can establish a coordinat

209、ion mechanism among multiple agencies to support the implementation of HELA and strengthen the support system for its development.Meanwhile,technical services support,emotional support,pedagogical assistance are still needed(Huang et al.2020a;IBE,2021a;IBE,2021b;Wang et al.,2021a).Technical services

210、:Technical services involve software and hardware-related support in the process of hybrid education(Huang et al.2020a).Intelligent learning equipment,online learning systems incorporating artificial intelligence technology,and smart classrooms all pose challenges to the information literacy of stud

211、ents and teachers(Aguilera-Hermida,2020).Furthermore,hybrid learning combines online and face-to-face learning methods,which require students and teachers to use various software and hardware.Emotional support:Teachers are suggested to pay more attention to students negative emotions and motivate th

212、em to learn(IBE,2021a).Emotional support can enhance students emotional 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER30engagement in the hybrid learning process,and the teachers emotional empathy with the student is conducive to positive active learning beha

213、viours(Wang&Huang,2020).Students may feel isolated in the independent learning process,and teachers could provide emotional relief and reassurance to help students achieve their learning goals(Wang et al.,2021b).Pedagogical assistance:Providing learners with the necessary learning assistance is cond

214、ucive for learners to have a better learning experience and achievement(Huang et al.,2020a).Thus,it is essential to provide students with learning guides and training on how to use the online learning system,and hosting online discussions on hybrid learning methods(IBE,2021a).In addition,teachers ca

215、n give personalised guidance after receiving students feedback(Ni&Ding,2017).The government,enterprises,and social organisations should work together to provide quality pedagogical assistance to meet the diverse needs of students.7)Stakeholder collaborationExtensive collaboration among stakeholders

216、is crucial for facilitating HELA.Such partnerships include but are not limited to:cooperation between the government,enterprises,and schools;collaboration between students,teachers,administrators;interactions between parents-schools greatly influence the implementation of HELA(Huang et al.,2020a;IBE

217、,2021a;Wang et al.,2021a).Cooperation between the government,enterprises,and schools:The government,companies,and schools can effectively promote hybrid learning quality by forming a consensus(Huang et al.2020a).The government can support the implementation of HELA in terms of policy formulation and

218、 provide the necessary funding.Companies play an essential role in supplying technology services,software development,and hardware products for hybrid learning.(Wang et al.,2021a).Collaboration between students,teachers,and administrators:Teachers,students,and administrators are the key stakeholders

219、 in implementing HELA(IBE,2021a).In these three groups,poor coordination between any two parties may delay the implementation of hybrid education.Therefore,the three groups could actively interact,coordinate and solve the difficulties during the implementation process.Creating a friendly atmosphere

220、of mutual support and promotion has a positive effect on the implementation and improvement of HELA.Interactions between parents and schools:Hybrid learning encompasses both face-to-face and distance learning.Students in the context of distance learning at home need parental support(IBE,2021a).Schoo

221、ls could establish communication channels for parents,actively understand their demands,and promote the goals and benefits of HELA implementation.Parents thoughts and perceptions will inevitably influence learners behaviour,so parents may interact with the school to provide a positive environment an

222、d support learners to implement hybrid learning.Schools and parents should work together to create a positive hybrid learning environment for learners.8)Instructional organisation of flexible-hybrid educationThe shift from Traditional Instruction models to Hybrid Education inevitably requires flexib

223、le teaching and learning(Huang et al.,2020a).The government plays a pivotal role in promoting cooperation 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER31supported by new technologies to promote the reform of teaching methods to adapt HELA for higher teaching

224、 quality.The organisation of teaching and learning can become more flexible in the arrangement of teaching time,the application of teaching methods,the use of supporting technologies,and the evaluation of learning effects(Casey&Wilson,2005;Huang et al.,2021).In terms of teaching space,it is not limi

225、ted to traditional classroom learning but also includes students independent learning space outside the school.The teaching format can consist of both distance learning and face-to-face learning.The learning time also becomes flexible:students can schedule their learning activities,make use of their

226、 own free time,and join face-to-face and live teaching based on their needs.In short,HELA implementation requires more flexible organisational support.Key stakeholders in HELA Based on early works by UNESCO(IBE-UNESCO,2016,2017)and others(i.e.,Huang et al.,2020)who studied the roles of stakeholders

227、in educational settings,we created a figure demonstrating and clarifying the key stakeholders involved in HELA and their responsibilities.As indicated in Figure 2,we propose eight key stakeholders involved in hybrid education,which are assembled as a four-layer onion model(see Figure 2).Figure 2-Sta

228、keholders involved in HELAAt the very core base of this model are stakeholders such as students,teachers,and parents.Parents or guardians play an essential role,as they are deeply involved in the hybrid education process,especially when students study at a distance.Then comes schools,whose primary r

229、esponsibility is to organise and plan hybrid learning under the guidance of government and local educational authorities.The governments primary role involves launching policies and allocating funds for effective 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER

230、32hybrid education.On the top of the onion model,three key stakeholders,namely NGOs,enterprises,technicians and administrators,were listed.They support and facilitate hybrid teaching and learning in multiple ways and for instance,providing learning support services(technicians),offering tools and di

231、gital/AI solutions(enterprises,NGOs),managing and coordinating resources(administrators).Detailed responsibilities are described below,in a one-by-one fashion.1)Government as the public service providerWith the authority of governing,it is the responsibility of government and educational authorities

232、 to set relevant policies on hybrid education(Lee et al.,2017).Within policies,elements such as the roles of stakeholders,the funding allocation,and practical implementation should be specified.In addition,together with national educational authorities,the government should also set up a special wor

233、k panel to formulate plans for hybrid education.Importantly,flexibility should be given to local schools/educational institutions in setting their own concrete hybrid education plans.Moreover,the policies and guidelines should specify the development of a hybrid learning curriculum.The policies shou

234、ld also take the time of crisis(i.e.,the COVID19 pandemic)into consideration.For example,policies on how to respond to national and global pandemics should be specified(Huang et al.,2020).To wrap it up,the government plays a leading role in hybrid education by issuing policies in order to ensure the

235、 responsibilities of different stakeholders.Aside from launching policies,allocating funds is also crucial.Authorities such as national departments of finance and education should guide local departments to formulate guidelines for school funds.Funding for hybrid education is suggested to focus on b

236、oth macro and micro levels.Firstly,at a macro level,there should be general funding for schools at different levels.Local financial departments should pay close attention to the influences of the COVID-19 pandemic on education and living costs and formulate policies and measures to support school fu

237、nds with overall arrangements for educational budgets to promote the allocation and use of financial funds on hybrid education.Secondly,at a micro-level,the government is suggested to allocate funds for special students groups.For instance,to prevent digital exclusion,the government should distribut

238、e funds to local governments to purchase ICT equipment for disadvantaged students,such as children from low-income families,with learning disabilities and lack of essential hybrid learning equipment.Moreover,national departments of finance and education can also allocate funds for infrastructure dev

239、elopment(Castells&Sol-Oll,2005),especially on building reliable and stable networks.The government also needs to coordinate resources,tools,and educational content for hybrid education.Government should make close cooperation with institutions such as Non-Government Organizations(NGOs),enterprises,a

240、nd others that can assemble various platforms,tools,quality content,and resources for school teaching(Miller-Grandvaux,Welmond,&Wolf,2002).National educational authorities should coordinate the compilation and publication of learning materials of primary and secondary schools to provide high-quality

241、,harm-free electronic materials for hybrid 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER33learning.Government and educational authorities also need to securitize the content and platforms that students will use,protect children from potentially violent and h

242、armful content,as well as the risk of exposure to online sexual exploitation,and cyberbullying,etc.The download links and instructions of electronic materials need to be collected and tested to avoid potential risks(Huang et al.,2020).When in times of crisis(i.e.,COVID-19),they may also need to keep

243、 up with the newest situations and updates to meet the needs of teachers and students.Monitoring and evaluation can serve as a driver of continuous improvement(Sanderson,2001).The government should monitor and evaluate the hybrid education process.When practising hybrid education,local governments c

244、an develop critical evaluation indicators to assess and monitor the quality of hybrid teaching and learning,track learning outcomes,and analyse relevant factors influencing hybrid teaching and learning quality(Tabor,2007).In addition,the government needs to specify the persons responsible for monito

245、ring efforts in the school,the target issues to be monitored,the data collection methods,and the monitoring schedule.Specifically,the government needs to ensure that all the monitoring data is processed and utilised to develop and improve hybrid learning without bringing risks.That being said,the gu

246、ardians and the necessary partners are informed of the monitoring process and critical results.As hybrid education cannot completely replace classroom learning,local education authorities should guide schools to make accurate and comprehensive assessments on students learning quality and set individ

247、ualised education plans accordingly.A coordination mechanism could be established to guide major telecommunication and network operations and maintenance service providers to provide powerful network support while increasing the construction of the broadband network and base stations(Huang et al.,20

248、20).Infrastructure development in economically disadvantaged areas should be emphasised,especially those lacking internet access or suffering from a slow internet connection.Education authorities need to guarantee the learning terminals for students with financial difficulties.All regions are sugges

249、ted to conduct analysis and prediction in advance according to local network conditions,server capability,student distribution,etc.,to make complete preparations for hybrid education.2)Academic institutions and NGOs as assistantsPartnerships for development are one of the Millennium Development Goal

250、s(MDGs),now absorbed into the Sustainable Development Goals(SDGs)(UN General Assembly,2015).Collaborations between government,NGOs,and academic institutions can improve service delivery.NGOs and educational institutions communicate and collaborate closely with both government and schools.The previou

251、s study has proved that embedded partnerships between government and other academic institutions can bring about positive changes in government working practices on a sustainable basis(Bano,2019).In hybrid education,NGOs act as helpful assistants for the government,sharing responsibilities such as a

252、llocating resources and contributing to teacher-training programmes.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER34By collaborating with government,policymakers,and enterprises,the NGOs can establish a range of facilities and investment mechanisms that provi

253、de varying types of financial,practical,and strategic support to develop the infrastructure required for hybrid education,such as school,network infrastructure building of both government and community schools(Miller-Grandvaux&Yoder,2002).Such collaboration between NGOs and government makes the role

254、 of non-government social organisations even more critical as they seek to supplement or complement the formal education system in the country and reach out to the excluded,underprivileged,and challenged sections of society.Therefore,they have an irreplaceable role in supporting infrastructure devel

255、opment.Academic institutions and NGOs can also supply associated services for hybrid education.For instance,some regions do not have access to hybrid education,and NGOs help them set up classrooms for daily instruction and learning.Teachers who participate in hybrid learning programs for the first t

256、ime may encounter either pedagogical or technical issues.Academic institutions and NGOs can help them by organising tailor-up hybrid education training sessions,allowing the government to ensure that teachers have a smooth transformation from traditional classroom teaching to a hybrid teaching model

257、.By supplying services from academic institutions and NGOs,it is possible to improve development effectiveness and sustainability and hold governments and policymakers publicly accountable.Academic institutions and NGOs can also help by providing resources and content needed for hybrid education.Fir

258、stly,academic institutions and NGOs allocate their resources and educational content for general school groups;secondly,they may help the disadvantaged student group,providing customised materials and content based on students individual needs.In addition,academic institutions and NGOs also play var

259、ious roles in supporting education service delivery(Rose,2009).For example,they can help provide extra support in delivering courses to unserved children and communities,building e-classroom for vulnerable student groups.3)Role of technicians and administratorsTechnicians responsibilities include tr

260、aining students and teachers using tools,fixing technical problems,and teaching students to search for information from the internet.They manage and maintain the learning management system to ensure reliable delivery of online content,provide quality professional development opportunities to prepare

261、 faculty to develop academically rigorous,accessible,and enriching educational experiences for all learners,and provide technical support services in using hybrid learning technologies to students and faculty(Markova et al.,2017).In addition to technicians,there are administrators who are able to pr

262、ovide counselling services regarding the practice of hybrid learning and offer academic support whenever needed.They may also support the hybrid education teams,manage the process,and follow the updates closely.Most importantly,it is suggested that both technicians and administrators work together t

263、o assist teachers and students in successfully implementing the hybrid education mode.Moreover,administrators and technicians should act as the bridge between teachers and industries and investigate the needs of schools and teachers while asking for individualised solutions and products from educati

264、onal service providers.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER35Administrators contribute to hybrid education via extending communication and locating necessary resources(Porter et al.,2014).Faculty,support staff(such as IT staff)provide cooperation an

265、d firm support that may facilitate the implementation of hybrid education(Moskal et al.,2013).It is crucial to have all the required resources and content ready for hybrid education.The administrators are responsible for organising,negotiating,and purchasing all the products,services,and solutions f

266、rom businesses,industries,and other participating institutions.They need to evaluate the quality of courses to ensure that all the materials are suitable and safe for students.In addition,they need to monitor the whole process of hybrid education,provide quick feedback for teachers and industries re

267、garding the usage of resources and materials for improvement.If associated services are needed,for example,to tailor hybrid teacher-training programmes,administrators and technicians must organise professional development programmes.Administrators should coordinate the best available training resour

268、ces,arrange suitable spaces,and hire the right mentors for teachers-in-need.Technicians can demonstrate to teachers the proper way to use technology in hybrid learning and when is the best time to use it.Technicians also need to investigate and understand what teachers and students prefer as to tech

269、niques and tools,analyse the current situation,and offer customised services by constant communication with IT industries and businesses.The most salient role of school administrators may be managing the whole team.First,they need to set communication guidelines,clearly indicating different stakehol

270、ders responsibilities and roles to facilitate smooth communication between various parties.Secondly,they need to embrace cultural diversity and viewpoints while setting guidelines and rules.Besides,administrators are suggested to establish the workflow to manage hybrid learning projects,provide teac

271、hers and students in-time support when needed.At times of crisis(i.e.,Covid-19 pandemic),they may also need to organise activities that connect remote learners,teachers,and other staff,foster communications and interactions,and promote the well-being of employees and students during hard times.4)Ent

272、erprises as providersStudents need many kinds of digital resources and content for hybrid learning.To address these needs,enterprises,especially educational technology companies,play an essential role in hybrid education,as they provide schools with digital resources and teaching content.Government

273、or educational authorities purchase either their products or services for schools.Those resources should be high quality,safe,and user-friendly.Enterprises should work closely with school teachers to select quality teaching content and extra-curriculum materials.Importantly,they should investigate w

274、hat resources and tools students will be using and provide customised hybrid learning solutions accordingly.Enterprises also provide quality platforms and tools,such as learning management systems(LMS),and tools for instant messaging,social networking,blogs and forums,course recording tools,educatio

275、nal games(Okaz,2015).In hybrid education,schools realise that they rely on educational technology that provides a maximum amount of flexibility and integration.Teachers learned that they could teach 1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER36remotely wit

276、h tools such as recording lessons and delivering content to students as well as online polls to assess whether they understood the content.Enterprises need to provide suitable platforms and tools according to the local conditions and avoid unnecessarily increasing teachers workloads.EdTech tools and

277、 platforms should make it easier for teachers to create individualised lesson plans and learning experiences that foster inclusion and boost the learning capabilities of all students.Integrating quality content and platforms into individualised yet effective solutions is of great significance for ed

278、ucational technology enterprises.By utilising the newest educational technology development,students may extend their full potential in learning in a hybrid model.Technologies such as speech-to-text,artificial intelligence(AI),hybrid cloud computing,data management,and augmented reality(AR)enhance l

279、earning environments by developing learning potential and improving outcomes,and improving engagement.For example,IBM Education solutions help create cognitive campuses,which support educators and students to improve the learning process for better results from kindergarten through higher education3

280、.Enterprises need to have close collaboration and constant communication with local and national governments to provide service and educational products.Moreover,they need to establish smooth communication with schools at different levels,hear the concerns of schools and teachers,and investigate the

281、ir needs in delivering hybrid education.They should also obey the policies and guidelines set by the government and policymakers.Thus,it is essential to maintain constant dialogue and collaboration between enterprises,government,and schools.5)Schools as organizersThe role of school matters for stude

282、nt engagement.Schools providing support for academic learning,meaningful pedagogy and curriculum,and personalised learning environments are more likely to have their students engaged and achieve success(Klem&Connell,2004).In this report,“schools”refer to both public schools and private schools.Whate

283、ver the type is,they should cooperate with educational authorities,families,students,working together in co-designing,co-developing,and co-implementing hybrid education.School administrators should formulate a hybrid education implementation plan in which detailed instructional arrangements,teacher-

284、training plans,learning support,and funds allocation are specified.All schools,including public schools,private schools,semi-publicly funded schools,and international schools,should have hybrid learning plans.In addition,schools should develop emergency plans to respond to national disasters,global

285、pandemics,extreme weather,etc.Besides,it is essential to include plans on mitigating the risks of harmful,violent content,cyberbullying,or childrens exposure to sexual content,in order to promote positive experiences for children when learning online.Moreover,schools could also set their safeguardin

286、g policies to protect children while learning in a hybrid model;provide 3.Source:https:/ HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER37resources and information on digital safety to support parents and caregivers in creating a positive hybrid learning experience,and

287、importantly,promote and monitor good online etiquette.The learning environment is crucial for successful hybrid teaching delivery.Hybrid learning needs to have an innovative learning environment that intentionally utilises information and communication technology(ICT).This learning environment shoul

288、d have the necessary technological,social,and educational affordances to provide students opportunities to learn(Beers,Boshuizen,Kirschner,&Gijselaers,2005).In addition,the learning environment should be comfortable,safe and can encourage interaction between peers,teachers,and even parents.Schools c

289、an conduct a survey,investigate teachers needs,and test the functions of software and hardware.Based on the investigation,they are able to rebuild or improve the current environment to facilitate hybrid teaching and learning.Schools and teachers play a vital role in supporting vulnerable children(Ma

290、sters et al.,2020).Schools should consider the diverse needs of students when planning hybrid education.Vulnerable students refer to groups of students with learning challenges(i.e.,attention-deficit/hyperactivity disorder(ADHD),anxiety,dyslexia.),as well as students who come from disadvantaged grou

291、ps(i.e.,children from less developed regions,rural areas,or those whose family,social,or economic circumstances hinder their ability to learn at school).Special arrangements could be made when school planning and delivering hybrid education.Firstly,for students with learning disabilities,social work

292、ers or special teachers should work together with course teachers for conducting distance learning.They should monitor those students closely and adjust the teaching schedule accordingly.Secondly,for students from disadvantaged groups,allocate extra funds in supporting their ICT equipment purchasing

293、,travel subsidies,etc.Emotional support is crucial when teaching online.Thus,teachers and teaching assistants play a role in monitoring vulnerable students,giving feedback in time,and offering counselling services when needed.Since not every teacher is familiar with the pedagogical adaptation,techno

294、logical applications,and common practices of hybrid teaching,special training sessions may be needed for successful implementation.First,school administrators are encouraged to set evaluation criteria and develop training programmes for teachers teaching readiness using hybrid education methods.Teac

295、hers could be evaluated in terms of their ICT competence and organisation ability of online teaching.Secondly,schools can develop detailed plans for teachers professional development programmes,emphasising aspects of hybrid teaching pedagogy,such as techniques using AI for better interaction.Moreove

296、r,schools should also take advantage of various national platforms for teaching and learning,keeping them accessible for teachers.For example,in China,the National Public Service Platform for Educational Resources provides access to excellent courses,teaching and training resources,and expert teams

297、for teachers.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER386)Teachers as the curriculum co-developer Teacher support has proved to be a significant predictor of students learning engagement(Strati,Schmidt,&Maier,2017).In hybrid education,sometimes teachers

298、and students are separated.Thus,the feeling of connection is salient,and students need to feel teachers are involved with them.Students also need to feel they can make critical decisions for themselves(that is,autonomy)(Deci&Ryan,2008;Klem&Connell,2004).Moreover,in hybrid education,teachers should w

299、ork closely with students,investigate students needs and preferences,co-design and co-develop curriculum along with students.In hybrid education,when teaching is conducted online or at a distance,students need more support from teachers(Jokinen&Mikkonen,2013).First,teachers need to support students

300、on aspects such as relatedness and autonomy;each teacher has the duty to monitor students learning and growth as well as signs of any need for support.Remedial teaching should be provided in mutual understanding between the school,the learner,and the guardian.A thorough investigation should be condu

301、cted for those students with poor academic performance,and additional assistance is recommended to improve their grades.Teachers should pay close attention to the learning and living conditions of students with diverse learning challenges and take effective measures to ensure their learning opportun

302、ity and psychosocial well-being.Teachers should also understand the technology that students will be using when delivering class in a hybrid model,learning to support students technically,emotionally,and cognitively.In hybrid learning,teachers roles,teaching methods,and teaching environment can be d

303、ifferent from traditional classroom teaching.Thus it is necessary to put in place teacher-training designed to meet the new teaching normal.Teachers should work actively and regularly participate in teacher-training programmes.Teachers digital competency is an essential part of teaching skills.They

304、can hone their skills using the Technological Pedagogical Content Knowledge(TPACK)framework,understanding the role of technology and the interaction between technology and pedagogy,and how to make teaching more effective and engaging(Papanikolaou,Makri,&Roussos,2017).At times of crisis,such as durin

305、g the outbreak of COVID-19,teachers have to shift classrooms from offline to online by such means as live streaming,and recorded broadcasting.Teachers will have to switch from being a leader of classroom teaching to being a tutor.Quality teaching methods and content produce learning(Fenstermacher,&R

306、ichardson,2005).To make the course engaging,teachers should learn how to select and use quality content and instructional skills to engage students.To do so,the teaching and learning content should be appropriate and related to the students experience.Teachers should also avoid overloading learners

307、by asking them to use too many tools and doing too much homework.In addition,the content of teaching should be free of harm and from responsible publishers/contributors with proper copyrights.Teachers should combine the network conditions and their capabilities to consider appropriate instructional

308、approaches.When choosing the instructional methods,teachers need to consider the instructional modes as well as other curricular elements.The applied teaching methods have to be morally defensible and grounded in shared conceptions of rationality(Fenstermacher&Richardson,2005).1CLUE#1:A HYBRID CONTI

309、NUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER39For successful delivery of the hybrid course,teachers should conduct a pre-course analysis,understand the technologies and tools students will be using,the teaching styles students prefer and the level of students current knowledge a

310、nd skills.Teachers also need to pay attention to vulnerable student groups,elaborating individual learning plans(ILPs)accordingly.Based on actual conditions and resources,teachers could appropriately select and organise instructional content to ensure the effectiveness of the teaching process.Moreov

311、er,teachers should combine the network conditions and their capabilities to consider appropriate instructional modes and approaches.Design is crucial in implementing hybrid education.Teachers should carefully choose the proper instructional mode,including synchronous online learning,asynchronous onl

312、ine learning,and open learning.When designing learning activities,they can apply self-regulated learning,explorative learning,collaborative learning,and other learning activities in online scenarios.7)Parents/guardians as home schooling supporters In hybrid education,parents/guardians wanted more on

313、line interaction to facilitate childrens learning and desired better learning support from schools,flexible work arrangements,and government subsidies(Lau&Lee,2021).But they also acted as a salient role in promoting childrens learning.It is important to know that sometimes parents may live separatel

314、y with children due to immigration,disasters,or pandemics,etc.In such cases,other available family members or legal institutions could step in and offer help for that student-in-need,for example by sharing the role of guardians.Several responsibilities are shouldered in this hybrid education:the par

315、ent/guardian as an organiser,instructor,manager,and importantly,as a motivator.In the online part of hybrid education,teachers usually communicate regularly with students and families through online platforms and virtual learning environments.Parents/guardians and caregivers are able to step in and

316、help strengthen such connections.They should stay in contact with the classroom and support teachers,school leaders,and counsellors.Parents/guardians can also share their concerns with students and offer suggestions for improvement.In addition,parents should communicate with schools to jointly guara

317、ntee the quality and effectiveness of distance learning.The hybrid model of education may bring more time for parents to communicate with their children.Effective communication can help build a parent-child relationship of mutual trust and respect,through which parents can set an example for childre

318、n.Parents/guardians role as motivators and organisers is of great importance in this communication process,which means they need to provide increased levels of support,both in terms of motivation and organisation.They should hear children out and discuss daily schedules,lesson plans,activities,or ev

319、en how to gather and collect materials.In addition,parents or caregivers should motivate students to progress and work through problems,as it may be challenging to get desired help when learning distantly.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSMENT:A READER40Genera

320、lly,parents/guardians should help children create a favourable learning environment equipped with necessary hardware and software that enable students to focus on their studies.Parents should help set up a physical space dedicated to school-focused activities,make sure it is quiet,comfortable,free f

321、rom distractions,and has a good internet connection.Parents/guardians also need to make sure there is always an adult monitoring students learning.For families with children of different ages and parents who may also be unexpectedly working from home more often,it is important to build a quiet envir

322、onment.Siblings may need to work in different rooms to avoid distraction.Many families will need to negotiate access to devices,priorities for WIFI bandwidth,and schedules throughout the day.To sum up,parents/guardians should keep a quiet and comfortable place for students,guarantee learning equipme

323、nt,and ensure network support.Children usually spend a lot of time in a classroom with a teacher helping them.However,in a hybrid system,teachers may not have the same time or resources to support students as fully as they had before.Thus,the role of parents/guardians in assisting teachers becomes c

324、rucial,albeit within the constraints of their own professional and family responsibilities.Within reason,they should take the initiative to seek a variety of resources to assume the role of a“temporary class teacher”during students remote study.They supervise children to attend classes on time,form

325、good online learning habits,and balance study and physical activities.Parents/guardians should communicate with teachers regularly and oversee childrens homework to help them identify and use online learning resources safely.And most importantly,provide support and encouragement,and expect children

326、to do their part.8)Students as self-learnersEven though there are several stakeholders to help,it is students who should take the primary responsibility for quality hybrid learning.They should be engaged in and contribute to teaching,learning,and assessment processes(Stabback,2016).In hybrid educati

327、on,students should practice self-learning and self-regulation,improve learning effectiveness,develop digital competency,etc.Self-learning is crucial for successful hybrid education.Not all students thrive in hybrid learning.Some students struggle with too much independence or lack of motivation.Stud

328、ents should improve their learning effectiveness when the course is conducted remotely.Building a sense of connection and community is crucial,which facilitates learning engagement(Young,&Bruce,201 1).They should be well-prepared for the incoming course,in close cooperation with parents or peer-lear

329、ning partners.Upon finishing a class,students can reflect on what has been learned and what is yet to be.Simple self-checking-in helps students organize themselves and set priorities for learning tasks.Such daily check-in routines can help avoid later challenges and disappointments.They help student

330、s develop self-management and executive functioning that are essential skills for life.Students can also utilise learning approaches such as team-based learning or collaborative learning,learning from peers,and collaboration.1CLUE#1:A HYBRID CONTINUUM OF LEARNINGHYBRID EDUCATION,LEARNING,AND ASSESSM

331、ENT:A READER41Digital literacy is a mindset and attitude,not just a skill set.Students should improve their digital capabilities in hybrid learning.They should have skills and capabilities in many aspects,including the ability to use technology,search,use,and critically evaluate information.This is

332、vital since,in hybrid learning,students need to identify critical resources from the internet to support self-learning.Meanwhile,they should learn to communicate,collaborate and participate in online environments,know how to manage online identities,as well as personal security and privacy.Digital c

333、ompetency development is best achieved in this context.Becoming sophisticated as a learner(especially in hybrid learning situations)involves learning to manage the conditions of ones own learning(Bjork,Dunlosky,&Kornell,2013).It is important to develop good self-regulation skills from the start.Students need to hone their abilities to understand the course and control the learning environment for