1. Backwards Design: Aligning Objectives, Assignments, Assessments Marc Boots-Ebenfield, Coordinator of Instructional Design & Distance Learning Center for Teaching Innovation Library 312

2. Backward Design 1.Goals: Abstract 2.Objectives: Measurable 3.Summative Assessment 4.Activities / Assignments 5.Content / Material instructional strategy

3. 4 Questions What are the goals of your course? What do you want students to be able to do at the end of your course? What are the core principles of your course? Describe your summative assessment.

4. Degrees of Understanding Know = undefined depth of understanding Know= passing familiarity Understand = some grasp of material (can relate information in own words) Be able to do = essential content / understanding. Apply, evaluate, adapt

5. Learning What? A statement of a specific, measurable learning outcome. In other words “what will the student be able to do as a result of the lesson?”

6. Multiple Purposes “Learning objectives are used to guide the attention of the learner toward critical learning messages. Learning objectives are used to tell the learner what's in the course. They are used by instructional designers to guide the design of the learning. They are used by evaluation designers to develop metrics and assessments.” http://www.willatworklearning.com/2006/06/new_taxonomy_fo.html

7. Multiple Forms Pushkin demonstrate close reading of text by citing and reacting to specific passages define themes based on patterns identified through close readings explain the place of the poet in Russian society at this time period based on the persona exemplified in Pushkin’s poems explain the role of literature in Russian society at this time period based on the themes exemplified in Pushkin’s poems demonstrate deep knowledge of Pushkin’s poetry through well-crafted journal entries as judged by the journal rubric

8. Multiple Forms Who was Pushkin (1799-1837) When did he write? Who did he write for? Who was the Russian reading audience? Where does this work fit in his oeuvre? Where does Pushkin fit in the development of Russian literature? What was going on in Russian at the time this poem was written? Who did Pushkin read- what we his literary influences?

9. GOAL: Make better citizens Objectives: Describe local political events explaining the issues being discussed as they effect the individual and the state Describe 5 key events in history of local politics (last 50 years) List 4 ways to contact local representatives Explain differences between major political parties on 4 key local issues

10. GOAL: Write a publishable short story Objectives: Students will write a short story containing a well developed conflict and resolution as described in the course. Scenes will contain specific, concrete details and polished transitions.

11. Culminating Project Create the framework for an online course in WebCT including one complete unit that follows the best practices of online learning and course design. Course on Distance Learning

12. Objectives The WebCT environment will provide participants with a ‘sense of place’ through clear structure, and navigation You will welcome participants to your course by using best practices for establishing closeness and trust in an online environment Course design will facilitate interactivity based on research and best practices The framework will reflect instructional design principles such as: –big ideas –focus on performance goals –clear learning objectives –student-centered learning –frequent, meaningful feedback including self-assessment You will evaluate your own course using a rubric for excellence in online course design

13. Analysis of Subcomponents Course design will facilitate interactivity based on research and best practices Explain meaning of interactivity and types of interactivity Define characteristics of interactivity in online environment (synchronous, two-way, initiator, level engagement) Describe design factors (architecture) that influence interactivity Differentiate interactions that increase course satisfaction and/or improve learning Create interactions reflective of best practices in course design

14. Backward Design 1.Goals: Abstract 2.Objectives: Measurable 3.Summative Assessment 4.Activities / Assignments 5.Content / Material instructional strategy

15. Unit 5: Interactivity 1) Objective: explain meaning of interactivity and types of interactivity 1)Quiz/Assignment: Interactivity- definition and types 2) Objective: define characteristics of interactivity in online environment 2) Activity: Use the grid provided to find and describe interactions in our online course. 3) Objective : Describe design factors (architecture) that influence interactivity 3) Activity: Each group has been assigned a section of WebCT to critique. How could your section be improved based on (content). 4) Objective : Differentiate interactions that increase course satisfaction and/or improve learning 4) Activity: Create a rubric for evaluating interactivity in an online course. Objectives=Activities=Assessments

17. Backward Design 1.Goals: Abstract 2.Objectives: Measurable 3.Summative Assessment 4.Activities / Assignments 5.Content / Material instructional strategy

18. Unit 5: Interactivity Content: Taxonomy of interactivity in learning management systems Quiz: Interactivity- definition and types Activity: Use the grid provided to find and describe interactions in our online course. Content: design factors that influence interactivity Activity: Each group has been assigned a section of webct to critique. How could your section be improved to increase interactivity? Content: interactions that increase satisfaction Content: interactions that improve learning Activity: Create a rubric for evaluating interactivity in an online course.

19. Integration of Course Components Goals Objective s Assessments Assignments Class Activitie s

21. References Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA. ASCD. Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.ht ml http://www.nwlink.com/~donclark/hrd/bloom.ht ml