A Large Urban University. 30,000 students. Commuter campus

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Embracing a New ParadigmDesigning 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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An aggressive initiative in hybrid (blended)
conversion

• Hybrid Definition
• 4 courses in the Spring 03
• 22 course in Fall 04

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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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Two Approaches

• Top-down
• Department Chair Political Science
• Dean - Business School
• Bottom up
• Department presentations
• Door to door advocacy

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Incentives - FDIP

• Source tech fees
• 3 levels
• Flexibility in course design

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Pedagogical Goals

• 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

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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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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

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Accomplishments MCL Lab Experiences
Chinese Language and Culture

• Tell Me More
• Picture/Word Association
• Matching Chinese with the transcription
• Word Association
• Pronunciation
• Dialogue
• Word Order
• Fill-in-the-blanks

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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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• 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 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).

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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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Business Law Ethics

• Leverage for opportunities offered by technology
  
• Design for multiple learning styles

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Business Law Ethics

• Leverage for opportunities offered by technology
  
• Seven Principles for Good Practice in
  Undergraduate Education By 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.

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Business Law Ethics

• Leverage for opportunities offered by technology
  
• Learning object design approach
• Universal Design

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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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Business Law Ethics
Initial Student Perceptions in Pilot course