Welcome to EDT-8120 - Instructional Design for Digital Learning
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Welcome to Educational Technology (EDT) 8120, Instructional Design for Digital Learning. In this course, students learn concepts and elements of the curriculum design model known as Understanding by Design, or UbD, created by nationally recognized educators Grant Wiggins and Jay McTighe. This course teaches a backward design approach to ensure instructor created courses focus on the big ideas of academic instruction (Wiggins & McTighe, 2011).
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Start Here
This professional development workshop (PD) focuses on the UbD framework as a planning process and structure to guide curriculum, assessment, and instruction. The two big ideas are (1) focus on teaching and assessment for true understanding that facilitates learning transfer, or applying learned concepts independently of the classroom, and (2) designing curriculum “backward” to the first big idea. Participants in this workshop will gain a new and fascinating understanding of curriculum development that focuses students making meaning of learned concepts and applying those concepts in real-world situations, versus traditional curriculum design that focuses on teaching the textbook and rote memorization to prepare students for standardized testing (Wiggins & McTighe, 2011).
This professional development workshop (PD) focuses on the UbD framework as a planning process and structure to guide curriculum, assessment, and instruction. The two big ideas are (1) focus on teaching and assessment for true understanding that facilitates learning transfer, or applying learned concepts independently of the classroom, and (2) designing curriculum “backward” to the first big idea. Participants in this workshop will gain a new and fascinating understanding of curriculum development that focuses students making meaning of learned concepts and applying those concepts in real-world situations, versus traditional curriculum design that focuses on teaching the textbook and rote memorization to prepare students for standardized testing (Wiggins & McTighe, 2011).
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To begin this PD online workshop, move your cursor over the three individual UbD workshop tab and click on the corresponding tab to access the three lessons. Start with “Week 2: UbD Stage #1”, then proceed to Stage #2 and #3 in that order. For each lesson, review the learning objectives, UbD stage overview, UbD template specific information, read the completed example of each stage 1-3, view the YouTube instructor created video that covers stages 1-3, and then take the Weebly formative assessment at the end of each lesson (Wiggins & McTighe, 2011).
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Instructor Information
My name is Bret. I am a Wright State graduate student working toward a Master’s of Science in Leadership Development (MSLD), graduating in April 2017. I was offered the opportunity to substitute four leadership classes for four instructional design classes, and have not looked back. The instructional design program has been challenging and thought provoking, allowing me to glimpse into the world of teaching, academic instruction, and course design. I am also a 2004 graduate from Urbana University, earning a BS in Business and Organizational Leadership.
My name is Bret. I am a Wright State graduate student working toward a Master’s of Science in Leadership Development (MSLD), graduating in April 2017. I was offered the opportunity to substitute four leadership classes for four instructional design classes, and have not looked back. The instructional design program has been challenging and thought provoking, allowing me to glimpse into the world of teaching, academic instruction, and course design. I am also a 2004 graduate from Urbana University, earning a BS in Business and Organizational Leadership.
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When I’m not doing homework or attending classes, I work for the National Air and Space Intelligence Center at Wright Patterson AFB as a technical lead in the facility management division. I am a 25 year federal employee and 30 year veteran of the Ohio Air National Guard, having worked in the Civil Engineer career field with a electrical/mechanical and facilities management background. Career experience includes maintenance of powered support equipment, aircraft arresting systems, facility management, and organizational leadership. I have two grown sons – Brandon (29), and Ben (27), and two furry sons – Bandit (Australian Cattle Dog), and Moe (Black Labish Mix).
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Key Assignment
1. Course participants create a three-stage backward design curriculum using the Understanding by Design model. Additionally, students create UbD online workshop incorporating screen shot video to connect with the workshop participants.
1. Course participants create a three-stage backward design curriculum using the Understanding by Design model. Additionally, students create UbD online workshop incorporating screen shot video to connect with the workshop participants.
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Understanding by Design (UbD) Overview
As mentioned above, UbD is a three stage backward design process that focuses on the big ideas of the curriculum with the goal of true understanding and application. The UbD framework is based on seven tenets (Wiggins & McTighe, 2011):
1. Learning is enhanced when educators think purposefully about curriculum planning. UbD supports this without a rigid or prescriptive process.
2. UbD focuses curriculum and teaching on the development and deepening of understanding and ability to effectively use content skills and knowledge, or transfer of learning.
3. Understanding is realized when students can make meaning of the learning and transfer learned concepts through performance. The capacity to interpret, explain, apply, shift perspective, empathize, and self-assess serve as indicators of understanding.
4. Curriculum is planned backward, or started with the end in mind from long-term desired results using a three-stage process: Stage #1 – Identify Desired Results; Stage #2 – Determine Acceptable Evidence; and Stage #3 – Plan Learning Experiences. This process seeks to avoid the common error of treating the textbook as the curriculum rather than a resource for the curriculum, and activity oriented teaching with no purpose or priority.
5. Teachers’ act as coaches to facilitate understanding, not transmitters of content skills, activates, or knowledge with the assumption that what they taught was learned. Their goal is to validate successful meaning making and learner’s ability to transfer.
6. Units and curriculum are regularly reviewed against design standards to enhance quality, effectiveness, and facilitates engaging and professional discussions.
7. UbD is a continuous improvement approach to student achievement and teacher skill. The result of the design informs adjustments and instruction to maximize student learning.
To learn more about UbD from author Jay McTighe, click on the YouTube video below, and then proceed to the Stage #1 tab to begin this PD workshop (Wiggins & McTighe, 2011).
As mentioned above, UbD is a three stage backward design process that focuses on the big ideas of the curriculum with the goal of true understanding and application. The UbD framework is based on seven tenets (Wiggins & McTighe, 2011):
1. Learning is enhanced when educators think purposefully about curriculum planning. UbD supports this without a rigid or prescriptive process.
2. UbD focuses curriculum and teaching on the development and deepening of understanding and ability to effectively use content skills and knowledge, or transfer of learning.
3. Understanding is realized when students can make meaning of the learning and transfer learned concepts through performance. The capacity to interpret, explain, apply, shift perspective, empathize, and self-assess serve as indicators of understanding.
4. Curriculum is planned backward, or started with the end in mind from long-term desired results using a three-stage process: Stage #1 – Identify Desired Results; Stage #2 – Determine Acceptable Evidence; and Stage #3 – Plan Learning Experiences. This process seeks to avoid the common error of treating the textbook as the curriculum rather than a resource for the curriculum, and activity oriented teaching with no purpose or priority.
5. Teachers’ act as coaches to facilitate understanding, not transmitters of content skills, activates, or knowledge with the assumption that what they taught was learned. Their goal is to validate successful meaning making and learner’s ability to transfer.
6. Units and curriculum are regularly reviewed against design standards to enhance quality, effectiveness, and facilitates engaging and professional discussions.
7. UbD is a continuous improvement approach to student achievement and teacher skill. The result of the design informs adjustments and instruction to maximize student learning.
To learn more about UbD from author Jay McTighe, click on the YouTube video below, and then proceed to the Stage #1 tab to begin this PD workshop (Wiggins & McTighe, 2011).
YouTube Video - What is Understanding by Design? Author Jay McTighe explains...
Permissions
“I acknowledge that I retain the ownership of this intellectual property, but give permission for this presentation to be shared in other educational settings with the agreement that the authors are given credit for the production.”
“I acknowledge that I retain the ownership of this intellectual property, but give permission for this presentation to be shared in other educational settings with the agreement that the authors are given credit for the production.”
References
Hawker Brownlow Education (2013) What is understanding by design? Author jay mc tighe explains. Available at: https://youtu.be/d8F1SnWaIfE
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
Hawker Brownlow Education (2013) What is understanding by design? Author jay mc tighe explains. Available at: https://youtu.be/d8F1SnWaIfE
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.