Faculty of an introductory engineering graphics course has been experimenting with hybrid or blended instruction for the last several years. The three main reasons for this investigation have been the continuous search for the best instructional techniques, the desire to create more consistency between the 15-18 sections of the course, and the need to handle more students with the current number of faculty. In the fall of 2008 the faculty was awarded a Large Course Redesign Grant from the university to help convert the course to hybrid instruction. Key components of the redesign include revising existing online streaming media, moving online content from Blackboard to Moodle, conducting synchronous online help sessions, and developing an automated, online grading system for constraint-based CAD files. This paper summarizes previous research conducted in the course, describes reasons for the redesign, and gives examples of instructional innovations resulting from the grant.
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