The Model Document describes an easy-to-replicate Hybrid Classroom at each partner university. It explains the context and the central position that the hybrid classrooms have for the education that we are providing in the CHARM Master’s programmes. We can distinguish two sorts of hybrid classrooms that we are working with: a ‘standard’ hybrid classroom and a hybrid active learning classroom, which is equipped with pods and facilitates group work. We describe five existing CHARM-EU hybrid classrooms in more detail: Trinity College Dublin, Åbo Akademi University, University of Barcelona, University of Montpellier and Utrecht University. The interactive 3D-model depicts a CHARM-EU hybrid active learning classrooms, including pods and a cozy corner.

When working in a joint programme across different locations, it is important that the basic equipment of the classroom at all partner institutions is comparable. Therefore, CHARM created a list of minimum requirements of the CHARM EU hybrid classrooms. This makes a distinction between essential features and (very) desirable features of CHARM-EU hybrid classrooms, thus providing guidance to new partner institutions that may still need to set up their hybrid classrooms for usage in CHARM-EU.

The actual process of implementing a new hybrid classroom can have a lot of practical issues. Four case studies provide insights into these dynamics: Utrecht University, Åbo Akademi University, Julius-Maximilian-University Würzburg and Hochschule Ruhr West.

The Hungarian partners have collected a lot of experiences with adding art, cozy corners and other elements that support well-being to the hybrid classrooms, which they are presenting in the model document.

Inclusion and diversity are a key requirement in CHARM-EU, and the model document describes the physical accessibility requirements that apply to a hybrid classroom. It also looks at the Institutional responsibilities for providing the classrooms: the CHARM managers, educationalists and facilities departments all have different roles. Once the classrooms are equipped and actively used, the local procedures will apply to how they can be booked, how users are onboarded and how the rooms are maintained.

A significant challenge can be seen in the harmonization of academic calendars: the classrooms needs to be used simultaneously in institutions that follow different national calendars. A dedicated chapter describes how the Joint Virtual Administrative Office strives to set up a joint calendar for the purposes of CHARM Master’s education. In addition, there is an extensive section on Quality assurance: leveraging the Learning Space Rating System by Educause, CHARM has set up a periodic review of the hybrid classrooms before each new phase.

With the goals of transferring achieve knowledge as widely as possible, CHARM set up a micro credentials course about how to work successfully with hybrid classroom in an international setting.

• The Hybrid classroom model – CHARM-EU describes the minimum requirements for CHARM-EU Hybrid Active learning Classroom and gives implementation advice. It describes the operationalization across the alliances and discusses periodical quality review.
• The checklist ‘Welcome to the classroom’ gives a quick overview of how to prepare the lesson. Hybrid Active Learning Classroom – Welcome to the classroom checklist – CHARM-EU
• In the course Innovative Teaching in Inter-Institutional Hybrid Classrooms, participants can learn more about pedagogical hybrid learning and innovative teaching methods. The course, which is conducted in English, is open to everyone interested. Innovative Teaching in Inter-Institutional Hybrid Classrooms – Short course for professionals – CHARM-EU

Step-by-step guide: