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Instructional Design & the UbD Process
Transcript of Instructional Design & the UbD Process
The UbD Process
Welcome to the "Understanding by Design" tutorial! We'll refer to it as UbD from here on out. We put this tutorial together to help you understand the UbD process, and to let you know what to expect in the upcoming design process with the instructional designers. Please click on the arrow (>) at the bottom of the screen to move through the slides.
(music provided by http://www.danosongs.com/)
Understanding by Design (UbD)
UbD is a backwards design process, and we design with the end in mind.
Once a course or program has been established, it is sent to the instructional designers. A lead instructional designer is assigned to it, and he or she will be in charge of that specific course or program.
We have to design the curriculum and then build the course in Blackboard before the course auto-load date. The course auto-load date is two weeks before the start of the next quarter.
What you should understand at
of this tutorial:
The course or program is also assigned content experts. A program has several different content experts from Baker's different campuses, and possibly outside sources. A course may have one or several content experts, and this may be a Baker College employee or an outside source.
Example: Winter Design Timeline
Beginning of September
Course Stage 1:
Mid-October (First System Program Workshop in Fall Quarter)
Designer writes and finalizes course SLOs and EOs, shares with content experts for feedback (end of October)
Course Stage 2 & 3:
Mid-November (Second System Program Workshop in Fall Quarter)
Designer gathers all materials to compose Course Design Template and Learning Plan. Shares with content experts for feedback (end of November)
Designer should receive any final feedback from the content expert by early-mid December.
Designer Build Blackboard Master: Mid- December
Communication is KEY
Content experts are essential to the UbD process, and the instructional designers will continually need input from them throughout the entire process. Participation and prompt responses are very important in order to keep up with the instructional design timeline.
We can apply this design process to both program design and course design with only a few small differences.
There are 3 stages to the design process. We'll go through them now.
Stage 2: Determine Acceptable Evidence
In Stage 2 the instructional designers brainstorm appropriate assessment strategies based on Rigor and Relevance.
Program level assessments might include internships and capstone courses.
Course level assessments might include case studies, role play exercises, and research papers.
Rigor & Relevance
The instructional designers use the Rigor and Relevance Framework Worksheet to map out the Student Learning Outcomes, and from that develop a variety of assessments.
At the course level, there may or may not be another design meeting between the instructional designers and content experts. Either way, it is still very important to maintain communication because the content experts will need to approve all assessments and provide input and feedback on the assessments.
At the program level, the content experts and instructional designers meet to discuss assessments for the program as a whole. Usually this meeting combines Stages 2 and 3.
Back and forth e-mail and phone communication
Detailed and timely feedback
Stage 3: Plan Learning Experiences and Instruction
This is where course design and program design really diverge.
Stage 3: Course Level
At the course level, Stage 3 consists of designing the learning experiences for students. Examples might include discussion questions, readings and videos, and in-class assignments. Similar to Stage 2, this may or may not consist of a formal design meeting between the content experts and instructional designers. If there is no formal design meeting, then the content experts and instructional designers will need to correspond back-and-forth via phone, e-mail, etc.
Stage 3: Program Level
At the program level, Stage 3 consists of deciding on the topics and mapping courses for the program. We take into consideration national and state standards, accreditation, and existing courses. As mentioned before, this usually involves a formal design meeting between the instructional designers and content experts, combined with Stage 2. This is about where the process ends for program design, and moves into course design.
Instructional designers need feedback and input from the content experts.
(We'll come back to this later.)
In the final steps of designing a course, the instructional designers organize their information into a Course Design Template (CDT), which lays out the entire course. After getting approval on the CDT from the content expert(s), the instructional designers will build the course in Blackboard. All courses will have a Blackboard component. Content experts will need to review the course in Blackboard once it is built.
Now that you are more familiar with the process, let's take a closer look at the timeline.
Stage 1: Identify Desired Results
The content expert(s) and the instructional designers meet to establish the desired outcomes. Both the program and course design begin Stage 1 with very broad ideas and concepts. These are narrowed down to the desired outcomes.
What is the goal of this course or program?
What over-arching goals will this course or program address?
Core to the subject
Establish learning priorities
Hold together the related content
Broad and abstract
One or two words
Universal in application
Timeless--the same five years ago, and five years from now
Uncover meaning or value
These are the enduring understandings for the course or program. This is where we do a lot of brainstorming, and it can get messy. But when we are finished we have the Big Ideas.
Brainstorming Big Ideas for the Accounting Program
Brainstorming Essential Questions for the Entrepreneurship Program
Next, we develop the Essential Questions for the course or program. Think about: what provocative questions will foster inquiry, understanding and transfer of learning related to the Big Ideas? Essential Questions should have the following qualities:
Provoke thought, discussion, and more questions
Students will not always agree on the answer, and these questions could have more than one answer
Broad in scope and timeless by nature
Genuine and relevant to the Big Ideas and core content
Students will need to support their ideas and justify their answers
Example From MGT101:
What is the relationship between business and society?
Example From Surgical Technology Program:
How can you be sterile in a non-sterile environment?
What will students know?
What will they be able to do?
This is where we begin to get more specific, and think about the details.
What key knowledge and skills will students acquire as a result of this course or program?
What should they eventually be able to do as a result of such knowledge?
After we establish what students will know and be able to do, the instructional designers turn this list into the course or program outcomes. We use Bloom's Taxonomy to turn this list into actual outcomes that students will need to meet. At the course level, there are also Enabling Objectives which help to support the Student Learning Outcomes.
This is usually the last step in the Stage 1 meeting with the content expert(s), but that doesn't mean the process is finished.
After the instructional designers develop the Student Learning Outcomes, we share them with the content expert(s) for more input and a stamp of approval. Throughout this first stage, it is important for the content expert(s) to participate by attending the design meetings, and responding promptly to the instructional designers to coordinate meeting times and to provide feedback. The instructional designers can't move forward with the course or program design without feedback from the content expert(s).
Program Level Stage 1 Design Meeting: Approx. 5 hours
Course Level Stage 1 Design Meeting: Approx 3 hours
That's a lot of brainstorming!
Focus moves from broad to narrow
Think of a funnel
After Stage 1, the content experts and system directors select a textbook.
This is a highly collaborative process.
Over the course of the design cycle, Content Experts will need to commit to at least 10-15 hours of work total. This includes meetings and time spent reviewing and editing the material.
A minimum of 60% of all points will consist of uniform assessments. This means that about 600-800 of the 1000 points in an onground course will be allotted to the assessments designed through UbD.
Uniform assessments will help to maintain consistency across all campuses. Content experts will need to decide exactly what percentage of points is appropriate to apply to uniform assessments.