About this paper

Appears in:
Pages: 3339-3342
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0846

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

IMPLEMENTING A GLOBAL HYBRID COURSE MODEL FOR INTERNATIONAL COLLABORATION IN AN UPPER-LEVEL DESIGN COURSE IN A SCHOOL OF COMMUNICATION

J. Griffey

Webster University (UNITED STATES)
Universities have a voracious appetite for online courses, as the number of students taking an online class has increased each year for the past ten years. (Sheehy, 2013) While many courses can be successfully delivered in an online format, not every course is suitable for a completely asynchronous on-line experience.

Design courses rely heavily on real-time group critiques, and in order for these critiques to be effective, students must "believe that they are truly living resources for each other." (Ruff, 2010) If the course is offered online and exists only in an asynchronous mode, real-time feedback is not possible. For this reason and for the goal of achieving optimal academic outcomes, an online design class should integrate the critique experience as it would in an in-person course. (Price & Hossfeld, 2007)

The objective of this project is to develop a model for an on-line hybrid synchronous / asynchronous design course. For this case study, we will be teaching Information Architecture online (an upper-level interactive digital media course that is project-based and focuses heavily on design and presentation skills) to students studying in the U.S. and Europe. Lectures and discussions will occur asynchronously using the on-line platform, Canvas, while project presentations and associated critiques will occur synchronously using Web Ex technology.

Throughout this process, we will document and assess the pros and cons of teaching an upper-level design class in this format to determine whether other courses could be taught in this fashion.

References:
[1] Price, J., & Hossfeld, L. (2007). Comparing on-line to in-person course delivery: An empirical study. Sociation Today, 5(1), 1-14.
[2] Ruff, J. (2010, Fall, 2010). Collaboration, critique and classroom culture. Retrieved from http://www.hightechhigh.org/unboxed/issue6/collaboration/
[3] Sheehy, K. (2013, Jan. 8, 2013). Online course enrollment climbs for 10th straight year. U.S. News and World Report,
@InProceedings{GRIFFEY2017IMP,
author = {Griffey, J.},
title = {IMPLEMENTING A GLOBAL HYBRID COURSE MODEL FOR INTERNATIONAL COLLABORATION IN AN UPPER-LEVEL DESIGN COURSE IN A SCHOOL OF COMMUNICATION},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0846},
url = {http://dx.doi.org/10.21125/inted.2017.0846},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {3339-3342}}
TY - CONF
AU - J. Griffey
TI - IMPLEMENTING A GLOBAL HYBRID COURSE MODEL FOR INTERNATIONAL COLLABORATION IN AN UPPER-LEVEL DESIGN COURSE IN A SCHOOL OF COMMUNICATION
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0846
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 3339
EP - 3342
ER -
J. Griffey (2017) IMPLEMENTING A GLOBAL HYBRID COURSE MODEL FOR INTERNATIONAL COLLABORATION IN AN UPPER-LEVEL DESIGN COURSE IN A SCHOOL OF COMMUNICATION, INTED2017 Proceedings, pp. 3339-3342.
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