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UbD-Focused Learning Object Development Plan

A description of the processes and documents in a UbD-focused course and learning object development plan.
by

Joseph Greaser

on 3 March 2010

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Transcript of UbD-Focused Learning Object Development Plan

Strategic Teams
Course
Development Teams

Learning Object
Development Teams

Work without knowledge of specific learning object content.
Find connections missing in benchmarks.
Add context.
Weave learning objects and context into coherent courses.
Course plan, path plan, section plans, assets
Develop one-to-one learning objects
Internal OR vendor project teams
Leverage expertise: CS / SME work on familiar benchmarks
May start work on benchmarks learning objects at any time
All Roles
Create Benchmark Maps
Show links to prerequisite benchmarks
Assessment of Bloom's level
Development Tools
Appropriate assessment methods for low/medium/high complexity
Periodic Table of appropriate treatments for various types of content
Big Ideas for content areas
Big ideas for FLVS guiding principles (SoS)
Misconceptions by content area
Process
Process
Process
Choose a benchmark or receive order for benchmarks
Collect development tool documents
Determine desired results
Determine acceptable evidence
Create a learning plan
Develop learning object
Test with small group of students
Revise based on feedback
Release
One - to - one allows easy testing!
Map benchmarks
Develop tools
Stage 1: Desired Results

Order learning object development for course benchmarks
Identify missing connections/context using course description, standards, and local expertise.
Create benchmarks that fill in missing connections/context.
Unpack benchmarks (list Big Ideas, essential questions, enduring understandings)
UbD checklist of stage 1 docs
Determine acceptable evidence for context/connections standards
Develop course themes (Survivor: Finance!, etc.)
Course decisions (linear vs. non-linear, learning paths?, project-based?)
Group learning objects into paths, typically using context/connections standards
Path-level assessments
Stage 4: Development

Stage 5: Review and Revise

Stage 6: Release
Stage 3: Create a Learning Plan
Stage 2: Determine Acceptable Evidence
Path plans (context + section, repeat as needed + path assessment)
Section plans (typically a learning object)
Structure of Knowledge documents for Paths
Misconceptions document
Clarifying Content Priorities document
Storyboards (scripts) for Paths
Storyboards for assets in paths
Develop assets
Use LO Placeholders
Technical standards checklist (QA)
Test with students if possible
List pending LOs
Release course / path upon completion of necessary LOs
POC
When a theme is determined, course decisions are made, and learning objects are grouped, a path-level assessment can be created and the path can be used for POC.
Stage 0: Project Initiation
Create team
Collect development tools
Project Charter
Contracts if necessary
Concept Map
Radial Map
What does it look like?
How is it developed?
Concepts: Connections, Context
Context: The parts of a discourse that surround a word or passage and can throw light on its meaning. (Merriam-Webster.com)
Connections: Why is a topic relevant to a student's personal or professional life? What is the connection to other benchmarks in the course? What is the connection to other courses?
Benchmarks were not written to be used with learning objects. Some are specific. Some are vague. Many do not include any context in the standard. For example, the benchmarks for Marine Science do not specifically reference any marine animals.
Benchmarks do not typically present the big picture view of a course. For example, in Advanced Algebra with Financial Applications, there are Finanace, Algebra, and Language Arts benchmarks, but no benchmarks that students must meet to demonstrate that they understand how these benchmarks are connected.
Course
Path
Context/Connection
Section
Context/Connection
Section
Path Assessment
Path
Path
Path
Path
Section: Learning Object
Multiple screens/assets
UbD-Focused Course and Learning Object Development Plan
MA. 912.1.2.2 Interpret a graph representing a real-world situation.
Learning Object
Context:
Start by including a simple MC self-check that presents students with a stock quote graph and asks them to make inferences about the graph. Next, present the benchmark learning object, and follow that with a repeat of the stock quote graph activity.
Example Learning Object with context/connections in Advanced Algebra with Financial Applications
Connection:
Ask the student to find and interpret a quote graph from a large local company that has an impact on the local economy. If the student works for a publicly held corporation, they could find the quote for their employer (or a guardian's employer).
Example
case studies
domain-specific examples
path-level assessments
section-level assessments
collaborative projects
Methods
audio
video
animations
text
simulations
games
Make it happen!
Project Manager
Curriculum Specialist
Subject Matter Expert
Teachers
Instructional Designer
Web Developer
Client Support Specialists
Vendor Support
Students
CS
SME
ID
WDS
Client Support
Vendor Teams
Teachers
Students
(non-linear course structure)
It can be linear, non-linear, or
something we haven't imagined yet!
PRESENTATION
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