BACKWARD DESIGN A MUSTHAVE INSTRUCTIONAL DESIGN STRATEGY FOR

BACKWARD DESIGN: A MUST-HAVE INSTRUCTIONAL DESIGN STRATEGY FOR YOUR PEDAGOGICAL AND TEACHING TOOLBOX Donna Harp Ziegenfuss, Ed. D. Associate Librarian J Willard Marriott Library University of Utah donna. ziegenfuss@utah. edu https: //utah. instructure. com/courses/493229

Objectives of this Session At the end of this session you will be able to: q q Identify what a backward instructional design approach looks like Describe 4 different stages of the course design process (can be used for online and F 2 F courses) Identity some tools and templates to help you plan, design, and implement instruction and know where to find those tools Discuss how backward design can be used to help you design and implement online courses

Article on teaching/learning transaction research

Why Online? q Provide alternative teaching/learning formats for faculty q No q To meet the needs of diverse learners � q significant difference Flexibility, adult learner needs, address learning styles For economic reasons Decrease classroom space usage � Recruit more geographically diverse students � Provide options for non-traditional students �

Advantages q q q Convenience 24/7 access to course materials Reducing "administrivia" around course management Can be more “studentcentered” and encourage self directed learning Equality & accessibility Disadvantages q q q May require tech skills/tools to design or take a course Technical glitches Need to plan and develop in advance LMS template may limit creativity Students need to be more self directed

Teaching an Online Course q q q q Once course is built, focus on communication channels, strategies for building community, flow of course � Communicate the plan to the students Establish explicit expectations and guidelines Provide guidance & feedback on a continuous basis Encourage student-student interaction Provide synchronous and asynchronous events Don’t forget the phone or F 2 F office hours Provide remedial & accelerated resources

Assessing an Online Course q q Focus on what students do Quality Matters Rubric (QM website) � 7 areas for assessment (Course Overview, Introduction, Learning Objectives, Assessment and Measurement, Resources and Materials, Learner Engagement, Course Technology, Learner Support, Accessibility) Variety of measures � Formative, summative, project based, performance based Assessment should be continual, comprehensive

Challenges of Teaching Online q Tailoring instruction to meet individual learning styles and personal needs q Perceived lack of socialization & connection q Variation in users’ end technology and services q Maintaining links, media, resources q q Communicating navigation issues such as what to do and where to go Maintaining skill sets to teach online

Opportunities of Teaching Online Variety of new free tools and resources that integrate with LMS q Improving bandwidth issues to allow for real time interaction and video q Set up time upfront – easy to maintain and manage there after q Focus on life long learning, and learning not confined to a classroom q

Online Course Considerations A virtual learning environment between an instructor and learners requires special planning in specific areas: q Pedagogical strategies to the online environment q q q Activity design that utilize online tools and resources Communication venues Organized administrative efforts that involve pre-planning and design before the course begins

Backward Design for Online Courses q Overall Process for Planning Instruction (Fink, 2013) � Start at the end of the course – at the end of the course what will students know, be able do, and what dispositions q A Conceptual Framework to Help You Organize the Process (U of Utah, 2012) � The q Quality Course Framework (QCF) can help guide you Using a Student-Centered Focus (Weimer, 2002) � Strategy to help you think differently about what you want students to know, be, and do “If you don’t know where you are going, you might wind up someplace else. ” Yogi Berra

Models for Backwards Design q q q L. Dee Fink Model (2003, 2013) Creating Significant Learning Experiences Wiggins & Mc. Tighe (1998) Understanding by Design Logic Model Planning (1998) Integrates planning “+” evaluation • Used for grant planning (ex. W. K. Kellogg Foundation Logic Model, NSF)

Why is Course Design so Important? Fink states: Instructors have 4 responsibilities: q Content Expert – Sharing of Expertise q Communicator – Facilitator of discussion (student/student, student/teacher) q Classroom Manager – setting classroom expectations q Designer of the Learning Environments In an online environment, without a plan and a process to design and develop the plan you can just end up with a collection of information chunks

) l a c i a d e g o g (P ( T e Link to QCF Resources a l ) (based on Fink, 2003) ch n i c University of Utah Framework

4 Phases of Course Design The Design phase involves analyzing the course situational factors, design course objectives, and structure the course. Contains 2 Essential Elements: 1. Course and lesson outcomes stated as measurable objectives 2. A course organization structure that facilitates usability and student learning

4 Phases of Course Design In the Build phase, developers create learning activities and the associated media content. Contains 2 Essential Elements: 1. Learning activities that engage students in a complete learning process 2. Course content provided in appropriate media formats

4 Phases of Course Design In the Teach phase, instructors support student learning through effective communication and facilitating an active learning community. Contains 1 Essential Element: 1. A sense of learning community facilitated through specifically planned communication and student support

4 Phases of Course Design In the Revise phase, instructors analyze their course learning data and utilize instructional design services to improve learning outcomes. Contains 1 Essential Element: 1. Assessment, feedback and evaluation strategies that measure student learning outcomes as well as overall course quality

Grounding of Design Backwards Design Approach Creating Significant Learning Environments Fink, L. Dee (2003, 2013) 1. Identify relevant situational factors and design course objectives/outcomes first Sam 2. Design activities, assignments & assessments to align to objectives an F 2 F r 3. Structure and sequence course 4. Develop explicit plan or map for students to follow online e 2 F F r o ef d t fo n e r Diffe online nlin o d n a Could b same e differen to for F 2 F and r the online Situational Factors

r e h c a d e e T r e t n h e c C roa p t p o A ill N : W ork W ne i l n O Fink, L. D. (2003). Creating significant learning environments. t n e d Stu ered t n Ce oach: r p Ap ety of i t r n a e V m s s t e s s as ks be r o w line

Using a Backward Design Process Reflect on your ‘Dream’ q q Let’s try backward design out! Think about an instructional problem you often encounter “Dream” about what your ideal outcome for your students would be for course (articulate your dream on the worksheet) Think about your own situational factors and your dream Let’s report back on our dreams

Articulating your Dream in Outcomes Now that you have thought about your dream, your particular instructional situation, you will need to convert that dream into ‘measurable’ outcomes q q q Outcomes/Objectives must be measurable Objectives usually start with an "action verb"; that explicitly describes what students will do. Do not use vague words like understand know. Find appropriate action verbs for your objectives (try this resource for action verbs) Objectives are a single sentence statement. Start off with: At the end of this course, students will be able to: . . . Objectives should focus on what the STUDENT WILL DO, not what the instructor does. Objectives should focus on different levels of learning

Identify Situational Factors Writing Learning Objectives Audience – Who? Who are your learners? Behavior – What? What do you expect them to be able to do? Is it measurable? Condition – How? Under what circumstances or context will the learning occur? Degree – How much will be accomplished?

Fink, 2003 Fink Taxonomy of Learning

Go Beyond the Content in Your Dream Where does your dream and outcomes fit into Fink’s Taxonomy? Or Bloom’s Taxonomy?

You Have Outcomes/Objectives …Now What? Align your assessment and your teaching and learning activities to your outcome(s) using an alignment grid

Sequencing Questions to Ask Yourself q q q Think about priorities, connections to enduring disciplinary questions, tools for teaching, strategies for learning What activities need to come first, i. e. , how should the course begin? With what activities do you want to conclude, i. e. , how should the course end? What sequence of activities will enhance learning in the middle of the course? How can you scaffold student learning?

Sequencing Instruction Tips Set up learning activities that: q Get students ready or prepared for later work Give them opportunities to practice—with prompt feedback—doing whatever it is you want them to learn to do Assess the quality of their performance q Allow them to reflect on their learning q Work through course/content in chunks q q

Designing Active Learning Activities q In an online environment, it is more important to design “engaging” and “applied” assignments/assessments � � � A complete learning unit has four components: Statement of student learning outcomes Presentation/demonstration of new information or processes Practice opportunities with feedback and coaching Assessment of student learning related to the outcomes

Using the Alignment Grid Start with adding your outcome into the outcome column of the grid 2. Then decide how you will measure/assess that outcome 3. Then decide what teaching strategy you will use, and what learning activities Teaching & Learning students will do Activities 1.

Shank, P. (2013). More on Designing and Teaching Online Courses with Adult Students in Mind, copyright © by Faculty Focus, a division of Magna Publications Online at: http: //www. facultyfocus. com/articles/online-education/more-on-designing-and-teaching-online-courses-with-

5 Strategies for Developing a Communication Plan q q q Lay out the rules for online teaching and learning so that students will know what to expect Clearly define the preferred communication methods How will students support each other and learn in a social environment Provide opportunities for community building and regular interaction with other students/instructors, materials Make it clear to students where to turn for technical support

Evaluating an Online Course q q q Does your course design embed the 6 Essential Elements of the Quality Course Framework? How does your alignment grid, communication, and individual active learning lessons score on the rubrics? How does your course align to other online course checklists and rubrics such as: � Quality Matters, Chico Rubric, OLC 5 Pillars

Student-Centered Teaching Weimer (2002) 5 Key Principles for Changing Practice: q The Function of Content q Role of the Teacher q Balance of Power q Responsibility for Learning q The Purpose and Processes for Evaluation Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice, San Francisco, CA: Jossey-Bass. Online Learning Faculty Focus Topics

The Function of Content Teacher-Centered: q q About “transmitting” or covering information or content Controlled by teacher – instructor is the content expert Student-Centered: q q q About “using” the content, not just about passively receiving it Also about how to learn, and reflection on the process of learning Students construct their own knowledge

The Role of the Instructor Teacher-Centered: q q q Teacher is the “Sage on the Stage” – center of attention Only “expert” in the classroom Focus is on grading students and judging students Student-Centered: q q q Teacher is the “Guide on the Side” when online Instructor is a resource for learning – not the only expert Model & mentor

Balance of Power Teacher-Centered: q q q A community of learners – more collaborative A classroom hierarchy q Students have more conclimate No questioning, flexibility trol over their own learning and do more to either Teacher makes all help/hinder their learning decisions q Higher expectation for the students & can be harder for the students Student-Centered: q

Responsibility for Learning Teacher-Centered: q q Teacher provides content, student responsible to learn it Laying blame - students say it is the teacher’s fault they did not learn; Teacher says they taught the material but students didn’t learn it Student-Centered: Students partner with instructor in the learning process (work together to improve learning) q Students take some responsibility for their own learning process Self-assessing Learning other skills – beyond facts q

The Purpose & Process of Evaluation Teacher-Centered: Summative assessment only (autopsy model won’t work online) q Instructor judges q Instructor “gives out grades” q Evaluation is separate from the learning q Student-Centered: Students learn to assess their own learning and learning process q Self, peer, and expert perspectives (multiple methods of assessment) q Students “earn grades” q Assessment integrated with the learning process q

Lessons Learned over Time Alignment Grid makes your thinking visible � Are you doing what you say you are doing? � You can see gaps and redundancies � Students will see what you are trying to do – better buy in? q Makes instruction more coherent q Helps create a visual rationale q

Wrapping Up Process: Decide on type of course � Is your course suitable for online learning? q Establish learning goals/objectives q Align teaching/learning activities and assessment to objectives q Design structure & sequence of course q Decide on navigation scheme, online tools, resources, communication modes q

Did You Make your Instructional Plan Explicit? In Creating the Course Map: • Justify - Include objectives and rationale for your course teaching/learning activities • Articulate - Layout the structure and sequence of the course in a detailed schedule • Communicate - Provide assessment criteria and assignment details explicitly • Be consistent - Include departmental and institutional requirements etc.

5 Principles of a Quality Course (Fink, 2003) Challenges students to higher level learning q Uses active forms of learning q Gives frequent and immediate feedback to students on the quality of their learning q Uses a structured sequence of different learning activities q Has a fair system for assessing and grading students q

3 Important Take-Aways F 2 Flearning “Distance are likely to fail if they are Courscourses e ≠ On line C ourse(Smith, 1996) delivered as if they were traditional courses. ” “Pedagogy must drive the choices of instructional technology, not the other way around. ” (Chizmar & Walbert, d 1999) n 2 y g o l o n h c e T 1 “Technology generates a glut of information, but it has n g i s e D no pedagogical wisdom …. This means that teachers st ; must T become experts in pedagogical design. ” hink Op portun (Fullan, 2000) ities N “Effectiveness is not a function of. O the but T technology, Limitat rather of the learning environment and the capability ionsto do things one could not do otherwise”. (NCREL, 2001)

References Fink Materials q q Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey. Bass Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Online at: http: //www. deefinkandassociates. com/Guideto. Course. Design. Aug 05. pdf q Dee Fink’s Website | Book q IDEA Paper - Synopsis of Fink model q Free chapter 1 of his book q Courses on Fink’s Design Learning website q Designing Better Learning Website Other Backwards Design Models q W. K. Kellogg Foundation(2004). Logic Model Development Guide. Battle Creek, MI: Available online at: http: //www. wkkf. org/~/media/36693510092544928 C 454 B 5778180 D 75/Logic. Model. pdf q Wiggins, G. , & Mc. Tighe, J. (1998). Understanding by Design. Alexandria, Virginia: ASCD.

References – Online Learning q q q q Exploring 4 dimensions of an online instructor’s role Online Learner characteristics Toward constructivism for adult learners in online learning environments Faculty Focus Articles – on Online Learning Merlot online resources & JOLT journal Educause - tech org for higher education Sloan Consortium (now Online Learning Consortium (OLC) – OLC journal WCET organization

References – Other Valuable Course Design/Teaching Websites q q q q Theory and Practice of Online Learning (online text) Angelo, T. & Cross, P. (1993) Classroom assessment techniques: A handbook for college teachers, 2 nd ed. San Francisco: Wiley & Sons. (50 CATs) Barr, R. B. and J. Tagg (1995, Nov/Dec). From teaching to learning - A new paradigm for undergraduate education. Change, 13 -25. (article) Huba, M. E. & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon Publishers Huber, M. , & Hutchings, P. (2004). Integrative learning: Mapping the terrain. Washington, DC: The Association of American Colleges and Universities. Retrieved March 29, 2007 from http: //www. carnegiefoundation. org/sites/default/files/publications/elibrary_pdf_636. pdf Weimer, M. (2002). Learner-centered teaching: Five key changes to practice, San Francisco: Jossy-Bass Weimer, M. Teaching Professor Blog and Faculty Focus Topics and Free Reports (sign up for free and get access to free reports and short articles