1. Course Design that Begins with the End in Mind: If You Can Dream It, You Can Design It! Part 1: Introduction to Backwards Course Design Donna Ziegenfuss, Ed.D. Associate Librarian, Assistant Head of Scholarship & Education Services J. Willard Marriot Library, University of Utah
University of New Mexico | College of Nursing Faculty Development Series

2. At the end of this session you will be able to:
Define what is meant by a “backwards design” approach to planning
Develop an overarching dream, as well as, goals/objectives for an online or hybrid course
Articulate the context of your course by using a situation factor analysis, and
Delineate a course structure or sequence
University of New Mexico | College of Nursing Faculty Development Series

3. Getting Started: Brainstorming
What makes a good course, or good teaching, and/or a memorable learning experience?
Reflect on your experiences.
Write down a short statement about a good learning/teaching experience you have had. What made it a memorable experience for you?
One idea per sticky, as many experiences as you can remember in 3 minutes
University of New Mexico | College of Nursing Faculty Development Series

4. Article on teaching/learning transaction research

5. The 7 Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations, and
Respects diverse talents and ways of learning.
Implementing the 7 principles: Technology as a Lever (Chickering & Ehrmann, 1996),
University of New Mexico | College of Nursing Faculty Development Series

6. Ten Best Practices for Teaching Online (Boettcher, 2011)
Be present at the course site
Create a supportive online course community
Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week
Use a variety of large group, small group, and individual work experiences
Use both synchronous and asynchronous activities
University of New Mexico | College of Nursing Faculty Development Series

7. (Boettcher, 2011) continued
Early in the term - about week 3, ask for informal feedback on "How is the course going?” Create a supportive online course community
Prepare discussion posts that invite questions, discussions, reflections and responses
Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers
Combine core concept learning with customized and personalized learning
Plan a good closing and wrap activity for the course
University of New Mexico | College of Nursing Faculty Development Series

8. 5 Principles of a Quality Course (Fink, 2003)
Challenges students to higher level learning
Uses active forms of learning
Gives frequent and immediate feedback to students on the quality of their learning
Uses a structured sequence of different learning activities
Has a fair system for assessing and grading students
University of New Mexico | College of Nursing Faculty Development Series

9. University of Utah Framework (based on Fink, 2003)
(Pedagogical)
(Technical)
University of Utah Framework (based on Fink, 2003)
University of New Mexico | College of Nursing Faculty Development Series

10. 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:
Course and lesson outcomes stated as measurable objectives
A course organization structure that facilitates usability and student learning

11. 4 Phases of Course Design
In the Build phase, developers create learning activities and the associated media content.
Contains 2 Essential Elements:
Learning activities that engage students in a complete learning process
Course content provided in appropriate media formats

12. 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:
A sense of learning community facilitated through specifically planned communication and student support

13. 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:
Assessment, feedback and evaluation strategies that measure student learning outcomes as well as overall course quality

14. So Why is Course Design so Important?
Fink states: Instructors have 4 responsibilities:
Content Expert – Sharing of Expertise
Communicator – Facilitator of discussion (student/student, student/teacher)
Classroom Manager – setting classroom expectations
Designer of the Learning Environments
If we don’t try to design engaging and memorable learning experiences for studentsthis is what higher education could look like in the future

15. So how does Backwards Design fit into all of this
So how does Backwards Design fit into all of this? It is the process that can guide you through creating a course 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

16. What is Backwards Design?
It is going to the end of the course first and defining your goals/objectives/outcomes, or what you want students or participants to take away from your course, AND then going backwards to design assessments and activities to achieve those goals
“If you don’t know where you are going, you might wind up someplace else” Yogi Berra
University of New Mexico | College of Nursing Faculty Development Series

17. What is Backwards Design?
A Process For:
Defining measurable objectives
Aligning assessment first, then activities with objectives/outcomes
Involves sequencing and structuring your plan so your objectives are achieved
Adaptable to any format or purpose
Online, face-to-face, or for a hybrid format
For planning individual events, initiatives, whole programs or services
University of New Mexico | College of Nursing Faculty Development Series

18. Flexible in scope (from large to small and in different contexts):
K-12
Curriculum  Unit  Lesson
Higher Education
Program  Course (syllabus)  Class
Corporate & Industry
Performance Standards  Workshops  Modules
University of New Mexico | College of Nursing Faculty Development Series

19. Models for Backwards Design
L. Dee Fink Model (2003) Creating Significant Learning Experiences
Wiggins & McTighe (1998) Understanding by Design
Logic Model Planning (1998) Integrates planning “+” evaluation
Used for grant planning (ex. W.K. Kellogg Foundation Logic Model, NSF)
University of New Mexico | College of Nursing Faculty Development Series

20. Activity: HO#1: The Dream Exercise
Finish the statement: "A year (or more) after this instruction, event, program, or service is over; I want and hope that my students or participants will be able to …”
What knowledge, skills, dispositions, attitudes etc. will they have?
University of New Mexico | College of Nursing Faculty Development Series

21. Taxonomy of Learning
Fink, 2003

22. Design Approach (Backwards Design) Creating Significant Learning Environments Fink, L. Dee (2003)
Identify relevant situational factors and design course objectives/outcomes first
Design activities, assignments & assessments to align to objectives
Structure and sequence course
Develop explicit plan or map for students to follow online
Same for F2F and online
Could be different or the same for F2F and online
Different for F2F and online
Situational Factors

23. The Dream
Exercise
Fink, 2003: pp. 25 and 9

24. Activity: HO#2: Reflecting on Situational Factors
Think about your particular course
What are the specific factors related to your course context that will influence your course design?
Are some factors more important than others for your course?
What nursing accreditation competencies do you need to include?
University of New Mexico | College of Nursing Faculty Development Series

25. Activity: HO#3: Writing Course Objectives That Align Back to your Dream
Course Objectives Should:
Be measurable
Start with an "action verb”
Be a single sentence statement.
Focus on what the STUDENT WILL DO, not what the instructor does
Focus on different levels of learning
University of New Mexico | College of Nursing Faculty Development Series

26. Fink, 2003

27. Structuring and Sequencing
Think about your objectives:
Are they focused on concepts/content?
Are they process oriented?
Is there a sequence?
University of New Mexico | College of Nursing Faculty Development Series

28. Sequencing Tips 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
Allow them to reflect on their learning

29. References
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. Available online at:
W. K. Kellogg Foundation(2004). Logic Model Development Guide. Battle Creek, MI: Available online at:
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Virginia: ASCD.
Dee Fink’s Website | Book
IDEA Paper - Synopsis of Fink model
Free chapter 1 of his book
Free Fink self-guided manual
Designing Better Learning Website
Fink’s 5 principles of good course design
University of Utah Quality Online Course Framework MOOC