This is an archive of the ACE Workshop website. While all of the original content is available, some features (like forms) may no longer work and there may be broken links (indicated with a strike-through). 


The ACE 

A guide for decision-making and professional development planning during times of crisis.

HiFlex Design


HyFlex courses are offered online and face-to-face at the same time. Students are given the freedom to elect either modality, and often given the option to switch back and forth as needed. This kind of flexibility can be particularly helpful during times of crisis. We suggest using HiFlex (“highly flexible”) rather than HyFlex (“hybrid flexible”) so that you are leading with a pedagogical framework rather than a more rigid modality requirement. Use modality as another tool to meet the needs of the situation, your content, and your students.


Techniques and Activities to help you explore this practice. 

In, Out, Over

For each topic you want to cover, ask yourself how you will deliver the course to your in-class students, how your will deliver the course to your out-of-class (online) students, and how you will take advantage of the overlap between these two groups.

Online Can be Sync or Async

In order to maximize the flexibility of the HiFlex modality, see if you can give your online students the choice of engaging synchronously (by Zooming in with your f2f students, for example) or asynchronously (by watching recordings and completing work anytime). This actually means you have to in engage in three design processes: f2f, online sync, and online async.

Combine with Modular Design

Some parts of your course may work much better in a f2f format, and others may actually work better online. For others, either might be great. If you identify a certain module that works better in a f2f environment, for example, you can run that module when the crisis situation permits. In this way, your course schedule may suggest (or require) online or f2f participation at some points if the context allows. This is not traditional HyFlex as much as it is highly flexible. But remember that traditional HyFlex reminds us to always offer online options for students who need them, so even if you create a f2f module in your HiFlex architecture, keep a HyFlex pathway so certain students can still have access to what they need.

Use Backwards Design

Start by thinking of a learning outcome for your particular content. From there, design activities in each modality (f2f, online sync, online async) that target the outcome. Think about how the instructions and support will be delivered across the different modalities and clearly communicated to students.

Technology Considerations

While technology in HiFlex courses can be hugely helpful as a tool for providing access for those students who can’t be physically present, we need to be careful not to overburden ourselves and our students with the online learning environment we design. A few tips to guide your technology planning around HiFlex:

  • Choose tools that can be used by both f2f and online students. 
  • Encourage the use of communication tools by your f2f students for activities and conversations — don’t “isolate” your online students from the larger course community. 
  • Consider building out a robust course Web site (or shell in your LMS) that all students will use to access materials, share ideas, and connect with one another. Building a site like this can also help you wrap your head around the overall organization and structure of your course. 
  • Work closely with your IT and academic technology support staff and colleagues; they can offer valuable advice about which tools to consider and how to support your students use of them. 

Design a HiFlex Unit

  1. Analyze and confirm or modify expected student learning outcomes. What are your student learning outcomes? Can these outcomes be met effectively in all provided student participation modes or do they need modification?
  2. Plan student learning activities (content and interaction). For each learning outcome, ask:
    • What activities are required in each mode?
    • What additional resources are required in each mode?
    • How will activities and resources be facilitated and/or provided to students in each mode?
    • What overlap is there between the modes that can provide additional learning benefits?
  3. Assess learning outcomes. For each learning outcome, ask:
    • What – exactly – will be assessed?
    • How will this assessment be conducted for students in each participation mode?
    • What additional issues associated with participation mode (timing, sharing, etc.) may have to be solved or at least considered for this context?
  4. Use this worksheet to help you with these steps!


Online reading and resources to help dive deeper into this practice. 

Related Slipper-Camp Resources

Check out these PSU-specific resources generated by this spring's Slipper Camp.


A larger community of teachers and learners interested in this practice. 

Discuss on Twitter

If you are active on Twitter, we encourage you to share your thought and ideas using the #ACEFramework hashtag and the #HiFlex hashtag to talk about this practice, in particular. 

Join a Meeting

If you are interested in talking to people about the Adaptability value (for which HiFlex is an ACE-informed practice), we invite you to our hosted Zoom chats. Chats are scheduled this summer on the following dates:

  • Thursday, June 18 from 1:00PM-2:00PM (EDT): Overview of the ACE Framework
  • Thursday, June 25 from 1:00PM-2:00PM (EDT): Adaptability Practices

Submit Your Ideas

If you find yourself working this summer on a project or approach that uses HiFlex, we invite you to share what you’ve found or created, via the Submit Something button below. If you choose to publicly share your submission, it will immediately become available on this page in the Revisit section. (For particularly compelling submissions, we may also add this to the Explore section of this page.)

Hypothesize with Us

The online annotation tool, Hypothesis, is built into this Web site. Feel free to annotate this (or any page in the ACE Framework) with your own thoughts, critiques, questions, or ideas. You can easily get started with a Hypothesis account (which is free) and learn more about how to use the tool

Join Our Team

Plymouth State University community members are invited to join our Teams site for the ACE Framework. Feel free to use our discussion channel to ask questions, give suggestions, and point to new resources. 


A space for user-submitted ideas, resources, and links related to this practice. 

Flexible Deadlines and HyFlex

An idea for lab classes with a project component

About the Workbook

The Workbook is an online space for you to record your reflections and assignments for the Workshop.

Participants at PSU will be using an Office 365 Word Document (available via the “Files” section of the “General” channel in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to work on their Workbook.

About the Discussion Forum

The Discussion Forum is an online space where all the members of the Workshop can share ideas and reflections and build community

Participants at PSU will be using the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their Discussion Forum.

About the VidSpace

The VidSpace is an online space for synchronous video meetings among participants (that can also be recorded and shared for asynchronous access).

Participants at PSU will be using Zoom (available via the Zoom tab in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their VidSpace. 

About the ACE “Institutional Level”

The ACE Framework is primarily designed for faculty who are readjusting their curriculum during times of regional, national, or global crisis. But in order for the work that faculty do with their assignments and courses to be most effective, it should be aligned with the institutional mission, which should guide policy and structural planning related to curriculum and teaching.

The institutional level of the framework is a reminder to faculty that if their adjustments at the assignment- or course-level are difficult to operationalize successfully, it could be due to larger policies and structures that are mis-aligned with the ACE Framework; advocacy may be warranted to bring the institution into alignment.

The institutional level of the framework is also a call to university policy-making committees, administrators, Boards of Trustees, and legislators that there is much work to be done to prepare university policies and structures to support students and faculty who are learning and teaching through challenging times.