embracing a new paradigm: designing blended instruction at
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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)
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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
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• Hybrid Definition• 4 courses in the Spring ‘03• 22 course in Fall ‘04
An aggressive initiative in hybrid (blended) conversion
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A Large Urban University
• 30,000 students• Commuter campus• Upper and Lower Division• Robust technology infrastructure
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Factors Driving Hybrid Adoption
• Expected enrollment increases– Classroom space– Parking
• Increase student/faculty interaction
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• Top-down– Department Chair – Political Science– Dean - Business School
• Bottom up– Department presentations– Door to door advocacy
Two Approaches
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Incentives - FDIP
• Source – tech fees
• 3 levels
• Flexibility in course design
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• 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
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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
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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
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Six Stages of Course Development
Stage 2: First Module Sign Off
•Homepage appearance/style
•Course tools
•Articles
•Assignments
•Assessment
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Six Stages of Course Development
Stage 3: Midway Review
Stage 4: Final Review and Testing
Stage 5: Delivery
Stage 6: Summative Evaluation
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Chinese Language and Culture
Instructor: XiaoHong Wen
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Chinese Language and Culture
Why should I create a hybrid course?
Accommodate individual differences and improve learning success rates.
Overwhelming enrollment demand.
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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
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• 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
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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
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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
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Instructor Comments/Recommendations
Chinese Language and Culture
•Start early
•Discussion groups in WebCt
•Be prepared to Revise
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Course Description
Large survey class / Traditional delivery
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Why Hybrid?•Administration - classroom space•Instructor - innovation
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ID Process• Goals and objectives • Instructional Analysis
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Learner Attributes• 250 students• Upper and lower division• Core requirement for all Social Science
Majors• Many non-traditional • Many weak on writing skills
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Instructional Innovation• Outside Expertise • Integrate resources of the MFAH• Writing remediation• Authentic learning & assessment
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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
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Meeting Needs• Administrative – classroom space• Student - convenience• Instructor – flexibility allows innovation
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•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
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•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
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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).
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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)
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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
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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.
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Leverage for opportunities offered by technology:
•Learning object design approach
•Universal Design
Business Law & Ethics
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Guided tour of Business Law & Ethics
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Guided tour of Business Law & Ethics
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Guided tour of Business Law & Ethics
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Guided tour of Business Law & Ethics
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Guided tour of Business Law & Ethics
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Learning Tools
Guided tour of Business Law & Ethics
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Initial Student Perceptions in Pilot course…
Business Law & Ethics