1. Hybrid Innovation Strategies (HIS) in Course Features
Asynchronous Discussions
Roberto Gamarra and Debra Stone
Eastern New Mexico University

2. Outline for today Why HIS for class discussion?
Quality Matters Rubric Considerations
Innovation Process
Hybrid Innovation Strategies(HIS)
Our Thoughts
Hand-Out and Discussion- Design, Delivery, Content and Assessment
Hybrid Course Defined
The Story
HIS Delivery and Content Strategies
HIS Strategies in Discussion
HIS Topics in Discussion
HIS Discussion Question Strategies
HIS Discussion Questions- Three Strategies to consider
Hybrid Innovation Strategies 1,2 and 3
HIS Implementation
HIS Assessment
Groups

3. Why HIS for class discussion?
Online discussion improves the learning in the regular face-to-face class
Helps extend assignments and builds project learning
Builds Community

4. Quality Matters Rubric Considerations
General Standard 3: Assessment strategies are designed to evaluate student progress by reference to stated learning objectives; to measure the effectiveness of student learning; and to be integral to the learning process.
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.
3.5 Students have multiple opportunities to measure their own learning progress.
General Standard 4: Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes.
4.5 The instructional materials present a variety of perspectives on the course content
General Standard 5: Forms of interaction incorporated in the course motivate students and promote learning.
5.1 The learning activities promote the achievement of the stated learning objectives
5.2 Learning activities provide opportunities for interaction that support active learning

5. The Innovation Process
Invention
Recombining ideas and approaches
Development
Transformation in thinking and process
Implementation
Institutionalization
Garud, R., Tuertscher, P., & Van De Ven, A. (2013). Perspectives on Innovation Processes. The Academy of Management,

6. Hybrid Innovation Strategies(HIS)
Love it or hate it, innovation and technology seem to be on everyone's agenda these days (Chronicle of Higher Education, February, 2014). “Innovation is becoming recognized as not just a priority for individual organizations but as an imperative for whole nations and regions.
To address the strategic challenge of hybrid innovation in higher education, we propose employing “hybrid innovation strategies” (HIS). By HIS we mean course design, content, delivery and assessment strategies that combine the strengths of courses with onsite-only features, and courses with online-only features.
Chronicle of Higher Education. (2014, February). Chronicle of Higher Education. Retrieved February 2014, from Next: The Future of Higher Education:

7. OUR THOUGHTS
The course is the unit of analysis in the teaching-learning process, and developing an analytical description of the learning process in course work.
Consider Design, delivery, content, and assessment categories
We propose the notion of HIS, and illustrated how these types of innovation strategies can be formulated and implemented.

8. See Figure One Handout Design Delivery Content Assessment

9. Hybrid Course Defined
Hybrid courses -offer a wide range of options and opportunities for mixing, combining and creating a course. Hybrid courses seek to combine the best of face-to-face-only, online-only and correspondence teaching delivery methods. The hybrid course features generally include a learning management system, and classrooms may be different mixes of both face-to-face and online-only venues. The delivery of education may be live, online or both, and may include lectures, discussions, examples, guided practice and various other options. The content may include hardcopy texts, e-books, and other media both in the live class or delivered online via the Internet. Assessments may be delivered online, in-class, or both, including tests and quizzes, homework, team projects, discussions, or individual projects.

10. The Story The Online class outperforms the live class THE DISCOVERY
What does the discovery mean?
Research and strategic innovation in course features
The quest is part of the journey
Educators are responsible for innovation in their own teaching and course delivery
Successful innovation is the key to success in Higher Education

11. HIS- Delivery and Content Strategies
Take your face-to-face only class hybrid- strategies
Enhance in-class discussion with online delivered discussion using WebQuest, debate or both to expand content
Building Group Assignment with Discussion Questions built off existing content or book assignments
Consider course content delivery by using Facebook Group Page to enhance content for class

12. HIS Strategies in Discussion
Design Delivery Content Assessment

13. HIS Topics in Discussions
Topics Today
Excellence in Questioning
Facebook Groups
Building Projects in Group Discussions
Making real face-to-face hybrid- build the discussion bridge to hybrid learning

14. HIS Discussion Question Strategies
Exploratory Questions
Challenge Assumptions- Debates
Draw Comparisons
Question underlying motives
Request Conclusions
Ask or inquire about relationships
Expand existing discussions- Web Quest
Pose a new question
Identify key issues
Synthesize knowledge
Carnegie Mellon. (2014, April 11). Design and teach a course. Retrieved from Carnegie Mellon Eberly Center:

15. HIS Discussion Questions- Three Strategies to consider
Possible Strategies
Web Quests – HIS Strategy 1
Debates- HIS Strategy 2
Facebook- HIS Strategy 3
There can be others
Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction? Journal of Computing in Higher Education,

16. HIS-Strategy 1 WebQuests
Students favor Web Quest Activities
Students consider them creative and engaging
Aina, S., & Sofowora, A. (2013). Perceived benefits and attitudes of student teachers to Web-Quest as a motivating, creative and inquiry-based learning tool in education. Higher Education Studies,

17. HIS-Strategy 2 Debates Allow students to develop skills of analysis
Highest level of learning
Structured discussion forum for development and support of ideas
Students learn to defend ideas against objections
Kingsley, P. (2011). The Socratic dialogue in asynchronous online discussions: is constructivism redundant? Campus-Wide Information Systems,

18. HIS-Strategy 3 Facebook Groups
Facebook groups have been found to 400 percent greater participation than Blackboard alone
Kent, M. (2013). Changing the conversation: Facebook as a venue for online class discussion. Journal of Online Learning and Teaching,

19. HIS-Strategy 3 Students more directly involved in Facebook Group
Visited it more often than discussion in Blackboard – maybe due to ease of access visiting Facebook for other than school purposes- students could jump in or add to Facebook anytime

20. HIS-Strategy 3 Does not reduce participation in Blackboard Discussion
Increases link sharing and collaboration
Increases extended learning beyond the unit question itself

21. HIS Implementation Structure a discussion around a project
Allow students to build knowledge and complete project in steps
Assign Groups Online
Present project and learning components over a time period like 6 weeks
Help students synthesize information

22. HIS Assessment Allows alternative assessment strategies
Allows blending of all content and synthesizing of learning
Allows another method for instructors to assess students learning

23. Group work Brainstorm and share your hybrid innovation strategies
Separate into working groups
Brainstorm and share your hybrid innovation strategies
See Handout

24. References Bibliography
Aina, S., & Sofowora, A. (2013). Perceived benefits and attitudes of student teachers to Web-Quest as a motivating, creative and inquiry-based learning tool in education. Higher Education Studies,
Carnegie Mellon. (2014, April 11). Design and teach a course. Retrieved from Carnegie Mellon Eberly Center:
Chronicle of Higher Education. (2014, February). Chronicle of Higher Education. Retrieved February 2014, from Next: The Future of Higher Education:
Garud, R., Tuertscher, P., & Van De Ven, A. (2013). Perspectives on Innovation Processes. The Academy of Management,
Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction? Journal of Computing in Higher Education,
Kent, M. (2013). Changing the conversation: Facebook as a venue for online class discussion. Journal of Online Learning and Teaching,
Kingsley, P. (2011). The Socratic dialogue in asynchronous online discussions: is constructivism redundant? Campus-Wide Information Systems,
Webquest. (2014, April). Webquest. Retrieved from Webquest:

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