Graphic Design: Traditional to Hybrid
Jessica Crabtree
IT899XA
Emporia State University

Analysis and Design Proposal
	This project is based around the Graphic Design class called Materials and Processes. The focus of this course that I will be designing is for students to assess and utilize contemporary materials for the production of graphically reproduced products. The materials that are covered in the course are paper and other substrates, and then ink as well. Students progressing through the class should be able to select inks for printing production and also select the correct paper for printing production. This document is intending to be a document about what the project intends to accomplish as it begins. It will explain my plan for carrying out this project and strategies of what I intend to do and how I am going to structure it as I design this course for the instructor.
Problem Being Addressed
	The big push in education is using technology. This includes having technology integrated into your classroom, having online courses, or having hybrid courses. There are endless possibilities with technology, and the generations that we have in our classroom are used to using technology in their everyday lives. An instructor at the Flint Hills Technical College would like to have more of the resources that she offers to the students available online. With the high demand of the instructor’s time being put to teaching, and inexperience in setting up online courses the instructor is in need of help with taking this traditional class and moving it to a hybrid class.
	As of now, during class the instructor hands out paper copies of resources and students turn in an assignment through paper hand-in or through e-mail. The problem that needs to be addressed in this project is putting the resources that the instructor gives the students on Moodle for them to access anytime and to work to go paperless. Assignments also need to be placed on their learning management system for a seamless informative and turn in process for the instructor and the students.
Audience Description
	There are two audience members of this project. The first part of the audience is the students in this graphic design class. They will be the ones that benefit from this course set up as a hybrid course. The students will be able to access their resources and turn in assignments seamlessly. Everything that they need for the course will be at their fingertips. These students are in their second year in the program and will be the end users of this course set up.
	The other audience that will benefit from this project is the instructor of the course. As I work through the project, I will meet with her to update her on the course and to receive her feedback. She will see how the course is set up and can then take the training from this course being set up to set others up in the future. The instructor is a key stakeholder in this project as it is her class and needs to function for her and the students.
The Training Strategy
	As the instructional designer I have chosen the ADDIE model for this project. I believe that this will be the best strategy for this project with the steps of analysis, design, development, implementation, and evaluation. By using the ADDIE model, it will help me to meet the specific needs of the colleges plan of integrating Moodle. It is also the goal of the instructor to learn more about and integrate Moodle in their classroom. The instructor would like to have this completed by the end of the semester to implement the new course set up during the Fall of 2020. Students currently in the Spring 2020 class will be the evaluators of the course along with the instructional design center director.  With that being the initial plan, it did change due to COVID-19. I created a module using the resources that the instructor provided me and then after the first module we did revise according to what the students needed before moving on. This evaluation process will help to see what needs to be changed by the students’ preference and also the evaluation of the instructional design center director. The director’s evaluation will be completed with a rubric that they have set up based on the Quality Matters rubric. If during the implementation or evaluation process, something needs to be altered, then there will measures taken to be sure this happens.
	The instructional strategy will be having this course as a hybrid course. By having the course as a hybrid course, it will help the students in obtaining course materials more conveniently and timelier for better student learning. There will also be Adobe Connect sessions within the modules along with powerpoints and lecture videos for the students to learn from. The students will have more opportunities to have the resources and assignments at their fingertips and be more motivated to complete them. The instructor will also have more opportunity to add resources easily and grade assignments which will help them also incorporate more instructional strategies into their teaching and causing them more motivation as well.
	Principles that show in this project are from the psychologist R.M. Gagnes Conditions of Learning where he defines nine events which represent the external instructional activities. (Dick, W., Carey, L., Carey, J., 2015, p. 174) These nine events are; “1. Gaining attention, 2. Informing learner of the objective, 3. Stimulating recall of prerequisite learning, 4. Presenting the stimulus material, 5. Providing learning guidance, 6. Electing the performance, 7. Providing feedback about performance correctness, 8. Assessing the performance, 9. Enhancing retention and transfer” (Dick, W. Carey, L., Carey, J., 2015, p. 174). All of these principles will be shown when the instructor has the hybrid course available to them so that the students can be clear on the information offered in the course overtime. These are important to remember as we design the course because they are the “why” for creating and designing this course so that these nine events are being met.
	Starting the ADDIE model, it was determined in the analysis phase that according to the college’s plan for their online integration that the class did need to updated to bring in the technology piece of Moodle. This plan is with the instructional design center and administration, as well as an online subcommittee made up of teachers. They have a goal for all faculty to incorporate technology and utilize Moodle in an effective way in their classes. The other part of the analysis is looking at the students that we had in the classroom. The student’s did express interest to Ms. Allen to have resources more readily available and a more seamless way to submit assignments. The analysis continued with looking at the generations that we had in the classes and realizing that the Generation Z and Millennials learn the best with hands-on activities but also the integration of technology. All of this analysis showed that changes needed to be made to take this traditional class to a hybrid class. By taking this class to a hybrid class it would be up to date with goals of the instructional design center, using their rubric for evaluation, and administration.
	There are several factors of motivation in this project. The motivation for the instructor comes from the fact of the goal of the instructional design center and administration in the college is to have Moodle utilized in all courses in some form. This is motivation for the instructor to learn and utilize Moodle. Once the instructor is informed of my plan and is more familiar with Moodle through our project, they will see how Moodle will make resources easily accessible to them, just like they are for the students. The instructor will also seek motivation from the fact that the grading of assignments will be more streamlined than they are currently in their classes. The feedback and grading system will be easier and more accessible for the instructor.
	With creating the online learning opportunity for students, it will make the materials more available to them and therefore lead to more motivation. The student’s will also have the opportunity to use technology more often in the classroom. With the generation of Millennials and Generation Z in the classroom this will seem more appealing to them.
Instructional Technology Used:
	The instructional technology used for this project will be Moodle as the learning management system that resources and assignments will be housed on. Google Drive is also being utilized for a common storage spot that both myself and the instructor can access and add files to. The final piece of technology that will be used will be Adobe Connect. We will use Adobe Connect to have meeting updates and communicate on the project when further conversations need to be had that Google Mail cannot meet.
Project Timeline:
Analysis of Course Content	Initiated: February 11	Completed: February 18	
Design of Course Shell (template that she can carry on to other classes)	Initiated: February 18	Completed: February 28	
Development of Course Content	Initiated: February 29	Completed: April 3	
Implementation	Initiated: April 6	Completed: April 17	
Evaluation	Initiated: April 17	Completed: April 22	

Evaluation Plan:
	This course will be evaluated in two ways. The first way is that the users of the course, the students, will evaluate the course. The course will go live in April. The current students in the class will use the course for over a week to see how it works for them. Then those students can evaluate the course looking at the usability of the site, finding information easily, and how they feel about the look of the site. I can also look at the learning outcomes based on what the site’s content is. A survey to all students and a pilot test with two students will also be completed to be sure that the course is accessible for the students. 
	For the second way this course will be evaluated is using the rubric to ensure that the class is compliant with the standards set by Flint Hills Technical College. The instructional design center director will conduct this part of the evaluation. The course will be evaluated on a rubric based off of the eight general standards of the Quality Matters rubric which are; “Course Over and Introduction, Learning Objectives (Competencies), Assessment and Measurement, Instructional Materials, Learning Activities and Learner Interaction, Course Technology, Learner Support, and Accessibility and Usability” (Quality Matters, 2018). The rubric will be used because it holds courses to high standards. It is also used because it gives a consistent evaluation process for the college for all of their online courses.
Funding and Staff Requirements
	There will be no funding requirements for this project.

References
Quality Matters. (2018). Course Design Rubric Standards. Retrieved from: https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric

Dick, W., Carey, L., Carey, J. (2015). The Systematic Design of Instruction. Pearson