ED+640

**__ED 640: Instructional Design __**

Dr. Michael Speziale Mr. Bill Jones
 * Instructors**

Wiggins, G., & McTighe, J. (2006). //Understanding by design.// (Expanded 2nd edition). Upper Saddle River, NJ: Pearson--Merril, Prentice Hall. (ISBN 0-13-195084-3) Resier, R. A., & Dempsey, J. V. (2007). //Trends and issues in instructional design and technology.// (2nd ed.). Upper Saddle River, NJ: Pearson--Merrill, Prentice Hall  (ISBN 0-13-170805-8) **Required Readings Understanding by Design** Introduction (pages 1-12) Backward Design (pages 13-34) Chapter 11 The Design Process (pages 254-274) Browse the Glossary (pages 336-354)
 * Required Textbooks**

Chapter 2 Understanding Understanding (pages 35-55) Chapter 3 Gaining Clarity on Our Goals (pages 56-81)

Chapter 4 The Six Facets of Understanding (pages 82-104) Chapter 5 Essential questions: Doorways to Understanding (pages 105-125) Chapter 6 Crafting Understandings (pages 126-145)

Chapter 7 Thinking Like an Assessor (pages 146-171) Chapter 8 Criteria and Validity (pages 172-190

Chapter 9 Planning for Learning (pages 191-226) Chapter 10 Teaching for Understanding (page 227-253)

Chapter 4 Psychological Foundations of Instructional Design (pages36-44) Chapter 6 Epistemology and the Design of Learning Environments (pages 53-61) Chapter 9 Motivation and Performance (pages 82-92) Chapter 2 What is Instructional Design? (pages 10-16) Chapter 8 Alternate Models of Instructional Design Approaches and Complex Learning (pages 72-81) Chapter 12 Instructional Project Management Management (pages 112-122) Chapter 13 Managing Scarce Resources in Training Projects (pages 123-132) Chapter 15 Electronic Performance Support Systems (pages 147-155) Chapter 16 Knowledge Management and Learning (pages 156-165) Chapter 29 Reusability and Resuable Design (pages 301-310) Chapter 30 Using Rich Media Wisely (pages 311-322) Chapter 31 Emerging Instructional Technolgies (pages 323-334)
 * Trends and Issues in Instructional Design and Technology**

What is the enduring idea? What will they remember about the topic in five year?

Understanding by Design by Wiggins and McTighe: A summary
In "Understanding by Design," Wiggins and McTighe (1998) lay out a conceptual framework for instructional designers. Unlike many instructional design models that come from a training background, the Wiggins and McTighe model is well suited for the academic community. Two of their biggest contributions are:
 * The "backwards design" instructional design model
 * The "Six Facets of Understanding"

Six Facets of Understanding
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 * **explain** provide thorough and justifiable accounts of phenomena, facts, and data 
 * **interpret** — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
 * **apply** — effectively use and adapt what they know in diverse contexts
 * **have perspective** — see and hear points of view through critical eyes and ears; see the big picture
 * <span style="FONT-FAMILY: Georgia, serif">**empathize** — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
 * <span style="FONT-FAMILY: Georgia, serif">**have self-knowledge** — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard

<span style="FONT-FAMILY: Georgia, serif">Backwards Design
<span style="FONT-FAMILY: Georgia, serif">The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered. Their framework identifies three main stages: <span style="FONT-FAMILY: Georgia, serif">
 * <span style="FONT-FAMILY: Georgia, serif">Stage 1: Identify desired outcomes and results. <span style="FONT-FAMILY: Georgia, serif">
 * <span style="FONT-FAMILY: Georgia, serif">Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). <span style="FONT-FAMILY: Georgia, serif">
 * <span style="FONT-FAMILY: Georgia, serif">Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

<span style="FONT-FAMILY: Georgia, serif">The twin sins of traditional design
<span style="FONT-FAMILY: Georgia, serif"> More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the “twin sins” of traditional design. The error of activity-oriented design might be called “hands-on without being minds-on”—engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of “coverage,” an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title //If It's Tuesday, This Must Be Belgium//, which properly suggests that no overarching goals inform the tour. <span style="FONT-FAMILY: Georgia, serif"> As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: What's the point? What's the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge.

<span style="DISPLAY: block; FONT-FAMILY: Verdana, Geneva, sans-serif; TEXT-ALIGN: center"><span style="FONT-FAMILY: Georgia, serif">**//Three Stages of Backward Design//**

**<span style="FONT-FAMILY: Georgia, serif">Stage 1. Identify Desired Results **
<span style="FONT-FAMILY: Georgia, serif">In other instructional design models this is known as defining goals and objectives. Wiggins and McTighe ask instructors to consider not only the course goals and objectives, but the learning that should endure over the long term. This is referred to as the “enduring understanding.” Wiggins and McTighe suggest that “the enduring understanding” is not just “material worth covering," but includes the following elements:
 * <span style="FONT-FAMILY: Georgia, serif">Enduring value beyond the classroom
 * <span style="FONT-FAMILY: Georgia, serif">Resides at the heart of the discipline
 * <span style="FONT-FAMILY: Georgia, serif">Required uncoverage of abstract or often misunderstood ideas <span style="FONT-FAMILY: Georgia, serif">
 * <span style="FONT-FAMILY: Georgia, serif">Offer potential for engaging students

<span style="FONT-FAMILY: Georgia, serif">“Backward design” uses a question format rather than measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content. <span style="FONT-FAMILY: Georgia, serif">These questions focus on the following: <span style="FONT-FAMILY: Georgia, serif">Once the key concepts-questions are identified, develop a few questions that apply the line of inquiry to a specific topic. <span style="FONT-FAMILY: Georgia, serif">Examples from Wiggins and McTight (1998) <span style="FONT-FAMILY: Georgia, serif">Overall question: <span style="FONT-FAMILY: Georgia, serif">Specific topic question: <span style="FONT-FAMILY: Georgia, serif">Asking inquiry-based questions facilitates the students "uncovering" the answer.
 * <span style="FONT-FAMILY: Georgia, serif">To what extent does the idea, topic, or process reside at the heart of the discipline?
 * <span style="FONT-FAMILY: Georgia, serif">What questions point toward the big ideas and understandings?
 * <span style="FONT-FAMILY: Georgia, serif">What arguable questions deepen inquiry and discussion?
 * <span style="FONT-FAMILY: Georgia, serif">What questions provide a broader intellectual focus, hence purpose, to the work?
 * <span style="FONT-FAMILY: Georgia, serif">"How does an organism's structure enable it to survive in its environment?"
 * <span style="FONT-FAMILY: Georgia, serif">"How do the structures of amphibians and reptiles support their survival?"

**<span style="FONT-FAMILY: Georgia, serif">Stage 2. Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). **
<span style="FONT-FAMILY: Georgia, serif">The second stage in the design process is to define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions. <span style="FONT-FAMILY: Georgia, serif">Wiggins and McTighe define three types of assessment: > A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context. <span style="FONT-FAMILY: Georgia, serif">
 * 1) <span style="FONT-FAMILY: Georgia, serif">Performance Task— The performance task is at the heart of the learning.
 * 1) <span style="FONT-FAMILY: Georgia, serif">Criteria Referenced Assessment (quizzes, test, prompts)  <span style="FONT-FAMILY: Georgia, serif">These provide instructor and student with feedback on how well the facts and concepts are being understood.
 * 2) <span style="FONT-FAMILY: Georgia, serif">Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).

**<span style="FONT-FAMILY: Georgia, serif">Stage 3. Plan Learning Experience and Instruction **
<span style="FONT-FAMILY: Georgia, serif">In this stage it is determined what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.

[|Example Design Template] [|What are essential questions:] [|Understanding by Design] resource Evaluation Plan Template- [|evalplan.dot]