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Embracing a New Paradigm: Designing Blended Instruction at the University of Houston

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)

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Embracing a New Paradigm: Designing Blended Instruction at the University of Houston

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  1. 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)

  2. Mike –University of Houston: Campus Profile Linda-Chinese Language and Culture Mike-History of Art 1 Madhuri-Business Law and Ethics Course Redesign *UH Cards

  3. An aggressive initiative in hybrid (blended) conversion • Hybrid Definition • 4 courses in the Spring ‘03 • 22 course in Fall ‘04

  4. A Large Urban University • 30,000 students • Commuter campus • Upper and Lower Division • Robust technology infrastructure

  5. Factors Driving Hybrid Adoption • Expected enrollment increases • Classroom space • Parking • Increase student/faculty interaction

  6. Two Approaches • Top-down • Department Chair – Political Science • Dean - Business School • Bottom up • Department presentations • Door to door advocacy

  7. Incentives - FDIP • Source – tech fees • 3 levels • Flexibility in course design

  8. Pedagogical Goals • Use to reduce class size by breaking into 2 sections. • Reach out to the world • Bring the world in • Mix of online content and activities • Discussion boards • Online quizzes • Online content • Chat

  9. 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

  10. 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

  11. Six Stages of Course Development • Stage 2: First Module Sign Off • Homepage appearance/style • Course tools • Articles • Assignments • Assessment

  12. Six Stages of Course Development Stage 3: Midway Review Stage 4: Final Review and Testing Stage 5: Delivery Stage 6: Summative Evaluation

  13. Chinese Language and Culture Instructor: XiaoHong Wen

  14. Chinese Language and Culture • Why should I create a hybrid course? • Accommodate individual differences and improve learning success rates. • Overwhelming enrollment demand.

  15. 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

  16. Chinese Language and Culture Accomplishments: Presentations • PowerPoint Presentation • Hot Potatoes • Matching/Multiple Choice • Quiz • Rethinking (review) • Outside Resources • Chinese-English Dictionary • Online Chinese tools • Chinese characters

  17. Chinese Language and Culture 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

  18. 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

  19. Instructor Comments/Recommendations Chinese Language and Culture • Start early • Discussion groups in WebCt • Be prepared to Revise

  20. Course Description Large survey class / Traditional delivery

  21. Why Hybrid? • Administration - classroom space • Instructor - innovation

  22. ID Process • Goals and objectives • Instructional Analysis

  23. Learner Attributes • 250 students • Upper and lower division • Core requirement for all Social Science • Majors • Many non-traditional • Many weak on writing skills

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

  25. Meeting Needs • Administrative – classroom space • Student - convenience • Instructor – flexibility allows innovation

  26. 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

  27. 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

  28. Business Law & Ethics • This 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).

  29. 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)

  30. Business Law & Ethics • Leverage for opportunities offered by technology: • Design for multiple learning styles

  31. Business Law & Ethics • Leverage for opportunities offered by technology: • Seven Principles for Good Practice in Undergraduate EducationBy Arthur W. Chickering and Zelda F. Gamson • 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.

  32. Business Law & Ethics • Leverage for opportunities offered by technology: • Learning object design approach • Universal Design

  33. Guided tour of Business Law & Ethics

  34. Guided tour of Business Law & Ethics

  35. Guided tour of Business Law & Ethics

  36. Guided tour of Business Law & Ethics

  37. Guided tour of Business Law & Ethics

  38. Guided tour of Business Law & Ethics Learning Tools

  39. Business Law & Ethics Initial Student Perceptions in Pilot course…

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