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Embracing a New Paradigm:Designing Blended Instruction at the University of Houston Presented by: Linda Davis, Ed.D., Director of Instructional Design and Technology, College of Liberal Arts and Social Sciences (CLASS)Michael Chamberlain, Instructional Designer (CLASS)Madhuri Kumar, Instructional Designer (Bauer College of Business)

Course RedesignMike University of Houston: Campus ProfileLinda-Chinese Language and CultureMike-History of Art 1Madhuri-Business Law and Ethics*UH Cards

Hybrid Definition4 courses in the Spring 0322 course in Fall 04An aggressive initiative in hybrid (blended) conversion

A Large Urban University30,000 studentsCommuter campusUpper and Lower DivisionRobust technology infrastructure

Factors Driving Hybrid AdoptionExpected enrollment increasesClassroom spaceParkingIncrease student/faculty interaction

Top-downDepartment Chair Political ScienceDean - Business School

Bottom upDepartment presentationsDoor to door advocacyTwo Approaches

Incentives - FDIPSource tech fees3 levelsFlexibility in course design

Mix of online content and activitiesDiscussion boardsOnline quizzesOnline contentChatUse to reduce class size by breaking into 2 sections.Reach out to the worldBring the world inPedagogical Goals

Presentation Objectives:To discuss the design and development processes for creating a hybrid course

To share the problems and the successes for developing the hybrid course

Approach for the Modern and Classical Language courses

Six Stages of Course DevelopmentStage 1: Information Gathering and BrainstormingSyllabusGoals and ObjectivesDivision of Face-to-Face & Online ContentTimelineGraphic DesignCourse Materials & Delivery Applications

Six Stages of Course DevelopmentStage 2: First Module Sign Off

Homepage appearance/styleCourse toolsArticlesAssignmentsAssessment

Six Stages of Course DevelopmentStage 3: Midway ReviewStage 4: Final Review and TestingStage 5: DeliveryStage 6: Summative Evaluation

Chinese Language and Culture

Instructor: XiaoHong Wen

Chinese Language and CultureWhy should I create a hybrid course?

Accommodate individual differences and improve learning success rates. Overwhelming enrollment demand.

Chinese Language and CultureWhat are the needs?Hardware Software for writing in ChineseInteractive learning materialsAssignments and exercises that provide immediate feedbackEnrichment materialsTaping and editing of video while teaching in ChinaAssistance/training

PowerPoint Presentation

Hot PotatoesMatching/Multiple ChoiceQuizRethinking (review)

Outside ResourcesChinese-English DictionaryOnline Chinese toolsChinese charactersChinese Language and CultureAccomplishments: Presentations

Accomplishments: MCL Lab ExperiencesTell Me More Picture/Word AssociationMatching Chinese with the transcriptionWord AssociationPronunciationDialogueWord OrderFill-in-the-blanks

Chinese Language and Culture

Problem ReviewChinese Language and CultureLocating software that was compatible with Chinese characters Funding was released during the summerTeaching and creating in China for a course in the U.S.Instructors needed skills in using software Letting go of course contentReturning to U.S. to find the wrong course is offered

Instructor Comments/RecommendationsChinese Language and CultureStart early Discussion groups in WebCtBe prepared to Revise

Course DescriptionLarge survey class / Traditional delivery

Why Hybrid?Administration - classroom spaceInstructor - innovation

ID Process Goals and objectives Instructional Analysis

Learner Attributes 250 students Upper and lower division Core requirement for all Social ScienceMajors Many non-traditional Many weak on writing skills

Instructional Innovation Outside Expertise Integrate resources of the MFAH Writing remediation Authentic learning & assessment

Content LectureConcept videosOverviewTextbookExplorationsField tripTextbookRemediation NoneWriting CenterAssessment Paper QuizzesOnline QuizzesShort paperCatalogue EntryLong paperArt Card

Meeting Needs Administrative classroom space Student - convenience Instructor flexibility allows innovation

Redesigned Undergrad CurriculumNew International MinorBusiness Law & EthicsBusiness 101Upper division core requirement for business majors (3000/4000 level)Strategic decision for Hybrid instructionPilots in Fall 04/Spring 05

Instructional Design ProcessInitial meetings with faculty for needs assessmentGoing Hybrid workshop & COWExploration of discipline problems from a new vantage pointSWOT analysisTechnology trainingsInstructional plansCourse development

Business Law & EthicsThis course examines basic commercial laws surrounding business transactions and the ethical aspects of organizational decision-making within these contexts. Objectives of the course are:

Provide students with a basic understanding of business law so that students will be able to recognize potential legal issues as they arise in the business environment.

Provide students with the opportunity to develop an extremely valuable skill of effectively and efficiently analyzing the potential legal consequences and ethical issues of a variety of business transactions (and recording such analysis succinctly in a memo).

Business Law & EthicsLeverage for opportunities offered by technology: to spend class time differently (e.g. setting context for material presented out of class, on-line rather than presenting and reviewing the material in class lectures.) to affect a change in how students prepare for class (e.g. provide more opportunities for self-assessment, practice and review)

Leverage for opportunities offered by technology: Design for multiple learning stylesBusiness Law & Ethics

Kolbs Learning StylePreference for receiving & internalizing informationType 1 (concrete, reflective)Needs a personal connection to course materialType 2 (abstract, reflective) Needs time for reflectionType 3 (abstract, active) Needs opportunities to work on tasks which provide guided practice and feedbackType 4 (concrete, active) Needs to apply course material to new situations and solve real world problems

Leverage for opportunities offered by technology: Seven Principles for Good Practice in Undergraduate Education By Arthur W. Chickering and Zelda F. GamsonBusiness Law & EthicsEncourages contacts between students and faculty. Develops reciprocity and cooperation among students. Uses active learning techniques. Gives prompt feedback. Emphasizes time on task. Communicates high expectations. Respects diverse talents and ways of learning.

Leverage for opportunities offered by technology: Learning object design approachUniversal Design

Business Law & Ethics

Guided tour of Business Law & Ethics

Guided tour of Business Law & Ethics

Guided tour of Business Law & Ethics

Guided tour of Business Law & Ethics

Guided tour of Business Law & Ethics

Learning ToolsGuided tour of Business Law & Ethics

Initial Student Perceptions in Pilot course

Business Law & Ethics

Large survey courseArt History 1380 is a large auditorium course250 students

Traditional deliveryLectureTextbookSlidesPapersOne museum field trip

The instructor is Dr. Rex KoontzAdministration classroom spaceAuditoriums in particularly short supplyTuesday / Thursday becomes just Tuesday

Instructor innovationInstructor had a number of ideas for how technology and greater course design flexibility could improve his class.Sat down with instructor

Identified goals and objectives

Performed an instructional analysis

(I have a few copies of the Instructional Design documentation if anyone is interested)The learner attributes portion of our instructional analysis fleshed this learner profile

Wide spectrum of studentsIn return for agreeing to reduce his face to face time by half the instructor received support in designing and developing the following innovations into his course design

Outside ExpertiseHe wanted to use technology to bring virtual lecturers into the course

Integrate resources of the MFAHThe Museum of Fine Arts Houston - descriptionTo sum upThis course design meets the needs of our administration by freeing up classroom space

It provides students with convenience and schedule flexibility

It allow the instructor to improve his course with significant pedagogical innovation.