1 of 24

Instructional Design

and Open Educational Resources

Emily Boles | University of Illinois Springfield

2 of 24

What is Instructional Design?

The process of designing, developing, and delivering instruction.

3 of 24

Learning Outcome:

Participants will understand how we can use Backwards Design to build a textbook

4 of 24

Stages of Backward Design

What content & experiences will empower students to reach mastery?

Plan with the end in mind. What are the topics critical for student mastery?

What assessments, assignments, and reflections will demonstrate learning?

5 of 24

Student Centered = Focused on the Learning Process

Image from willyrenandya.com

6 of 24

Student Centered Course Design

Teacher-centered course design image from the Teaching Commons

7 of 24

How do we translate parts of a course to a text?

Teacher-centered course design image from the Teaching Commons

Start of each chapter

Self-check questions

Assignments, quiz questions

Text, images, tables, charts, graphs

Scope of the text

8 of 24

Parts of a Book

Title

Author

Creative Commons License

Acknowledgements

Table of Contents

Glossary of Terms

Index

9 of 24

Ancillary Materials

Organized by chapter or included in each chapter

Stored in Instructor Resources

Videos - save editable mp4 outside player for remixing

H5P - Lumi save as H5P/SCORM

PowerPoints

Test/Quiz Questions - HTML or Word

Answer Keys

10 of 24

Consistent Design Elements

Video splash screen

Features of chapters

Slide backgrounds

Colors

Bullets

Fonts

11 of 24

Content & Learning Experiences

This is the majority of your textbook, including text, images, charts, graphics, and more.

12 of 24

Features of a Chapter

Chapter Title

Learning Outcomes

Topic and Subtopic Titles

Text

Images, Tables, Charts, Graphs (captions & ALT Text)

Self-Checks (H5P or answers at end of chapter)

Discussion Questions

Assignments (+ 3D Printing)

Ancillaries can be embedded where appropriate

13 of 24

Format of the text

Make the text scannable!

Bolded key terms

Definitions as pulled quotes

Headings and Subheadings

14 of 24

Semantic Structure

15 of 24

As you write

Consider WHERE your students are going & HOW you will get students there

16 of 24

W.H.E.R.E.T.O

W	Where are we going? What is expected?
H	How will we hook the students?
E	How will we equip students for expected performances?
R	How will we rethink or revise?
E	How will students self-evaluate and reflect on their learning?
T	How will we tailor learning to varied needs, interests, learning styles preferences?
O	How will we organize the sequence of learning?

Wiggins & McTighe (2005) UbD, pg 354. See also, this great handout from Montgomery, NC Schools. Edit by E. Boles

The WHERETO framework helps us remember to tell students where we are going and why.

W – How will I help students know what they should be learning? Why is this worth learning? What evidence will show their learning?

H – How will I hook and engage the learners? In what ways will I help them connect desired learning to their experiences and interests?

E – How will I equip students to master identified standards and succeed with the targeted performances? What learning experiences will help develop and deepen understanding of important ideas?

R – How will I encourage the learners to rethink previous learning? How will I encourage ongoing revision and refinement?

E – How will I promote students’ self-evaluation and reflection?

T – How will I tailor the learning activities and my teaching to address the different readiness levels, learning profiles, and interests of my students?

O – How will the learning experiences be organized to maximize engaging and effective learning? What sequence will work best for my students and this content?

17 of 24

18 of 24

Address multiple facets of understanding in each chapter

Provide multiple entry points to a topic
Allows students to connect to topics from where they are
Framing of text
Questions
Assignments

Image from Gosia

The six facets signal the types of performance evidence that reveal understanding/ability of your students. You can use them as a blueprint for building assessments. When the facets are combined, they become very powerful -- doing something and then explaining or reflecting (write dissertation and then defend, for example).

Explanation asks students to tell the ‘big idea’ in their own words, make connections, show their work, explain their reaosning, and induce a theory from data.

Interpretation�Interpretation requires the student to make sense of stories, art works, data, situations, or claims. Intepretation also involves translating ideas, feelings, or work done in one medium into another.

Application - Students who understand can use their knowledge and skill in new situations (and) place emphasis on application in authentic contexts with a real or simulated audience, purpose, settings, constraints, and background noise.�Perspective is demonstrated when the student can see things from different points of view, articulate the other side of the case, see the big picture, recognize underlying assumptions, and take a critical stance.

Empathy - Intellectual imagination is essential to understanding and it manifests itself not only in the arts and literature but more generally through the ability to appreciate people who think and act differently than us.

Self-Knowledge - …through self-assessment we gain complete insight into how sophisticated and accurate students’ views are of the tasks, criteria, and standards they are to master.

Using The 6 Facets of Understanding In Your Classroom

Unlike Bloom’s Taxonomy, the 6 Facets of Understanding is a non-hierarchical framework–meaning that there are not ‘lower levels’ and ‘higher levels’ of thinking. ‘Self-Knowledge’ isn’t prioritized over ‘Explanation,’ for example. Nor is one facet ‘superior’ over another. Rather, Wiggins and McTighe intended for the ‘facets’ to be used to support teachers and students by providing strategies to help assess understanding. And since traditional content areas range so dramatically–from arts and literature to language and math–the idea is to create a framework flexible enough to work in variety of contexts and needs.

19 of 24

20 of 24

Emily’s Favs

Create a meme about the most important thing you learned this chapter/semester/unit

IMGflip meme generator

Reflective essays or discussion posts

Clemson has a great handout on 5 types of reflection writin g
U. Minnesota resource on Using Reflective Writing to Deepen Student Learning

Reflection Cube

Paper or 3D printed Cube with reflective questions or numbers/symbols. [#8 is a K-12 reflection cube sample; adapt!]

21 of 24

Recap

Backwards Design

Identify Desired Results
Determine Assessment Evidence
Plan Learning Content & Activities

22 of 24

23 of 24

24 of 24

Three Stages of Backward Design Handout