We found 514 results that contain "instructional design"

What is Understanding by Design?
One approach to designing learning experiences is the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). This approach says that we need to know what we want as the end result of a lesson or modules prior to planning for it. That is, we should know what mastery looks like and design learning experiences that enable students to achieve mastery. We can compare the process of UbD to curriculum mapping. When preparing a new course or revamping an existing one, you might begin with the standards, goals, or objectives that you want students to achieve. You then utilize that to design learning experiences that enable students to demonstrate the level of mastery expected. To reiterate, you begin with the goal or results in mind rather than the content itself.
What is Backward Design?
Backward design is a three-stage process that stems from the UbD framework. One key concept of backward design is alignment. Stage 1's content must be what's addressed in Stage 2 and 3. The three stages of the backward design process are:

Identify desired results
Determine assessment evidence
Plan learning experiences and instruction

The video below provides an overview of the backward design experience for course development. 
To further develop your understanding of the three stages, please explore the "Three Stages of Backward Design" section of Vanderbilt University's Understanding by Design webpage. 
What does this mean for your teaching and online course development?
As you begin to think about moving your content from a face-to-face or hybrid experience to a fully online experience, we recommend looking back at the curriculum you've previously taught. And, by curriculum, we mean the large curricular goals...not the focused, lesson-by-lesson content. If you don't have an existing curriculum map for your course, do you have an outline of topics and course objectives listed in your syllabus? Now, look at it through the eyes of backward design. Are you still able to achieve all of the goals and objectives that you intended on students performing at a mastery level? If not, how do the goals and objectives need to be reworked for this new context? That would just be the start of things in Stage 1 of the process.
To support you as you think through the stages, please make a copy of this backward design template in Google Sheets. Take a few minutes to try and work through Stage 1 of the template through the lens of your entire course. Don't worry, we'll continue to build on your learning in the next mini-lesson!
Dig Deeper
If you would like to dig deeper with the UbD framework and backward design, there are numerous articles, books, and videos published to support your development. MSU Libraries provides electronic access to Wiggins and Mctighe (2005) Understanding by design. If you prefer to explore via video, you can access Moving forward with understanding by design through MSU Libraries as well.
 
SOIREE:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

Video: Designing for Education with AI
New guidance from the Department of Education
How is the US governing the rapidly evolving landscape of AI in education? This month, the federal Office of Educational Technology released Designing for Education with Artificial Intelligence: An Essential Guide for Developers.  In the following video essay, I summarize the key takeaways and consider this guide in the context of higher education ed tech governance. Check it out!

Ban [This syllabus statement is useful when you are forbidding all use of generative AI tools for any purpose in your class. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
The use of generative AI tools (such as ChatGPT, DALL-E, etc.) is not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Michigan State University’s policy on academic integrity, the Spartan Code of Honor Academic Pledge andStudent Rights and Responsibilities, since the work is not your own. The use of unauthorized AI tools will result in [insert the penalty here*].

CONCERN: The ubiquity of generative AI tools, including their integration into Google search results and MS Office products, means that an outright generative AI ban is implausible for any activity that makes use of the Internet or MS Office Suite.

* It is highly recommended that you have conversations in your department about the appropriate penalties for unauthorized use of an AI. It is important to think about the appropriate level of penalty for first-time offenders and those who repeatedly violate your policies on the use of AI. 



Photo by Mathew Schwartz on Unsplash

This introductory audio lecture clarifies some fundamental assessment terms and introduces a short thought experiment. Instead of an article or video or slideshow, we chose to present the preliminary material through voice alone to maximize portability. Which is to say, we wanted to make the text as screen-free as possible, so people could take a little break from their computers and listen outdoors while they stroll or jog or tend to a garden or chore.
 

Topic Area: DEI
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.

Principles, tools and strategies, and additional resources related to formative assessment, discussion forums, alternatives to traditional final exams for summative assessment, and giving feedback efficiently.
 
View the "Supporting Materials for Assessment Options Beyond the Exam: High-Impact Assessment Design" document. 

 

 
 
 

 

Learning Objectives

Define a transparent Purpose
Describe the importance of the “purpose” section and its relation to motivation and engagement.
Identify whether the transparency of a purpose statement is weak or strong

Introduction
This is part 2 of a 5 part series of articles on Transparent Assignment Design (Part 1: TAD). The first component of the Transparent Assignment Design (TAD) framework has to do with the Purpose. The purpose explains “the why” to the learner. 
The Significance of Transparency in Purpose
"Why am I learning this?" "What is the point of this?" "How is this going to help me in the long run?" "Is this just busy work?" "How am I going to use this in the future?"
These are common questions learners ask themselves, their peers, and even instructors when they don't understand why they are being asked to complete a course assignment or activity. The purpose of an assignment may be crystal clear to an instructor, but students who are new to the content and skills need a direct connection to its relevance clearly stated in order to see its importance. As a former Instructional Designer and current Engagement and Assessment Consultant, I have reviewed hundreds of assignments and the purpose of an assignment is often the key element that is missing. But why is it so important? 
As a former Psychology instructor and attention researcher, I can attest that people are more engaged in activities (stay on task longer, less distractible, and demonstrate more grit when working through difficult exercises) when they understand the relevance of the activity to their personal goals. Engagement and motivation are enhanced when learners grasp what will be gained by completing the assignment.
Psychology research classifies motivation into two main types: "Extrinsic Motivation" and "Intrinsic Motivation."

Extrinsic Motivation involves tangible rewards for engaging with the activity, such as points, prizes, money, and grades. While it is fast-acting, it tends to burn out quickly.
Intrinsic Motivation relates to how people personally feel about the activity, such as social engagement, enjoyment, meaningfulness, and relevance to long-term goals. It is harder to generate artificially but has a longer, more sustained effect when it is achieved.

Though many students will be initially extrinsically motivated to complete an assignment (for its grade), learners are more likely to demonstrate more effort and submit a higher caliber deliverable when the assignment can tap into their intrinsic motivation. A well-written Purpose statement can assist in fostering intrinsic motivation.
When we explain the purpose of an assignment to learners, it is essential to address both the short-term benefits (e.g., practicing applying specific knowledge and skills) and the long-term benefits (e.g., preparing for future professions). By doing so, we help students see the immediate value and future relevance of their efforts, fostering both extrinsic and intrinsic motivation.

Watch:


Examples:
Weak Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment will help you understand data analysis.
Explanation: This purpose statement is too vague and does not explain why understanding data analysis is important or how it will benefit the students in the short or long term. It lacks specificity and fails to connect the assignment to the students' broader goals or interests.
Strong Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment aims to enhance your ability to analyze real-world data using commonly used statistical methods. By completing this task, you will develop critical skills in data interpretation, statistical software proficiency, and report writing. These skills are essential for advanced coursework in statistics and highly valued in various professional fields, including business analytics, public health, and social sciences.
Explanation: This purpose statement clearly articulates the benefits of the assignment, both in the short term (developing data interpretation and statistical software skills) and in the long term (preparing for advanced coursework and professional fields). It connects the task to the students' academic and professional goals, making the relevance of the assignment explicit.

Resources: 
Note: This is article 2 of a 5-part series on Transparent Assignments.

 Quick Guide to Transparent Assignments (CTLI:MSU)