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UbD-Focused Learning Object Development Plan
Transcript of UbD-Focused Learning Object Development Plan
Work without knowledge of specific learning object content.
Find connections missing in benchmarks.
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
Create Benchmark Maps
Show links to prerequisite benchmarks
Assessment of Bloom's level
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
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
One - to - one allows easy testing!
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
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
Clarifying Content Priorities document
Storyboards (scripts) for Paths
Storyboards for assets in paths
Use LO Placeholders
Technical standards checklist (QA)
Test with students if possible
List pending LOs
Release course / path upon completion of necessary LOs
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
Collect development tools
Contracts if necessary
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.
Section: Learning Object
UbD-Focused Course and Learning Object Development Plan
MA. 9220.127.116.11 Interpret a graph representing a real-world situation.
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
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).
Make it happen!
Subject Matter Expert
Client Support Specialists
(non-linear course structure)
It can be linear, non-linear, or
something we haven't imagined yet!