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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 Redesign
• Mike –University of Houston: Campus Profile• Linda-Chinese Language and Culture• Mike-History of Art 1• Madhuri-Business Law and Ethics
*UH Cards
• Hybrid Definition• 4 courses in the Spring ‘03• 22 course in Fall ‘04
An aggressive initiative in hybrid (blended) conversion
A Large Urban University
• 30,000 students• Commuter campus• Upper and Lower Division• Robust technology infrastructure
Factors Driving Hybrid Adoption
• Expected enrollment increases– Classroom space– Parking
• Increase student/faculty interaction
• Top-down– Department Chair – Political Science– Dean - Business School
• Bottom up– Department presentations– Door to door advocacy
Two Approaches
Incentives - FDIP
• Source – tech fees
• 3 levels
• Flexibility in course design
• Mix of online content and activities– Discussion boards
– Online quizzes
– Online content
– Chat
• Use to reduce class size by breaking into 2 sections.
• Reach out to the world• Bring the world in
Pedagogical 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 Development
Stage 1: Information Gathering and Brainstorming
•Syllabus
•Goals and Objectives
•Division of Face-to-Face & Online Content
•Timeline
•Graphic Design
•Course Materials & Delivery Applications
Six Stages of Course Development
Stage 2: First Module Sign Off
•Homepage appearance/style
•Course tools
•Articles
•Assignments
•Assessment
Six Stages of Course Development
Stage 3: Midway Review
Stage 4: Final Review and Testing
Stage 5: Delivery
Stage 6: Summative Evaluation
Chinese Language and Culture
Instructor: XiaoHong Wen
Chinese Language and Culture
Why should I create a hybrid course?
Accommodate individual differences and improve learning success rates.
Overwhelming enrollment demand.
Chinese Language and Culture
What are the needs?• Hardware
• Software for writing in Chinese
• Interactive learning materials
• Assignments and exercises that provide immediate feedback
• Enrichment materials
• Taping and editing of video while teaching in China
• Assistance/training
• PowerPoint Presentation
• Hot Potatoes– Matching/Multiple Choice– Quiz– Rethinking (review)
• Outside Resources• Chinese-English Dictionary• Online Chinese tools• Chinese characters
Chinese Language and CultureAccomplishments: Presentations
Accomplishments: MCL Lab Experiences
Tell Me More • Picture/Word Association• Matching Chinese with the
transcription• Word Association• Pronunciation• Dialogue• Word Order• Fill-in-the-blanks
Chinese Language and Culture
Problem Review
Chinese Language and Culture
• Locating software that was compatible with Chinese characters
• Funding was released during the summer
• Teaching and creating in China for a course in the U.S.
• Instructors needed skills in using software
• “Letting go” of course content
• Returning to U.S. to find the wrong course is offered
Instructor Comments/Recommendations
Chinese Language and Culture
•Start early
•Discussion groups in WebCt
•Be prepared to Revise
Course Description
Large survey class / Traditional delivery
Why Hybrid?•Administration - classroom space•Instructor - innovation
ID Process• Goals and objectives • Instructional Analysis
Learner Attributes• 250 students• Upper and lower division• Core requirement for all Social Science
Majors• Many non-traditional • Many weak on writing skills
Instructional Innovation• Outside Expertise • Integrate resources of the MFAH• Writing remediation• Authentic learning & assessment
Content Lecture Concept videos Overview
Textbook Explorations
Field trip Textbook
Remediation None Writing Center
Assessment Paper Quizzes Online Quizzes
Short paper Catalogue Entry
Long paper Art Card
Meeting Needs• Administrative – classroom space• Student - convenience• Instructor – flexibility allows innovation
•Redesigned Undergrad Curriculum
•New International Minor
•Business Law & Ethics
•Business 101
•Upper division core requirement for business majors (3000/4000 level)
•Strategic decision for Hybrid instruction
•Pilots in Fall ’04/Spring ‘05
•Instructional Design Process
•Initial meetings with faculty for needs assessment
•“Going Hybrid” workshop & “COW”
•Exploration of discipline problems from a new vantage point
•SWOT analysis
•Technology trainings
•Instructional plans
•Course 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 & Ethics
Leverage 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 styles
Business Law & Ethics
Learning Style Preference for information acquisition
Visual/Verbal Prefers to read information
Visual/Nonverbal Uses graphics or diagrams to represent information
Auditory/Verbal Prefers to listen to information
Tactile/Kinesthetic Prefers physical hands-on experiences
Kolb’s Learning Style
Preference for receiving & internalizing information
Type 1 (concrete, reflective)
Needs a personal connection to course material
Type 2 (abstract,
reflective) Needs time for reflection
Type 3 (abstract,
active) Needs opportunities to work on tasks which provide guided practice and feedback
Type 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. Gamson
Business Law & Ethics
• Encourages 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 approach
•Universal 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 Tools
Guided tour of Business Law & Ethics
Initial Student Perceptions in Pilot course…
Business Law & Ethics
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