EDLD 5368 Instructional Design Martha Sells – ET8013

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Online Course Template

Use this document to develop and design your online course, based on the “backward design” model of Wiggins and McTighe.

In Week 2, you are expected to submit Steps 1 and 2 in this design template. You should make sure you save a copy of your work to your personal computer.

In Week 4, you are expected to submit Steps 3 and 4. Make sure that you include all four steps in that Week 4 submission.

The template will also be your guide as you integrate the content into the learning management system, Schoology.

The rubric for this assignment can be found on the assignment overview documents in Weeks 2 and 4 of this course.

Steps 1 and 2 are due at 11:59 p.m. on the seventh day of Week 2.

Steps 3 and 4 are due at 11:59 p.m. on the seventh day of Week 4.

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Online Course Template

Use the template below for your online course. The boxes will expand as you type.

1. Needs Assessment

Define the instructional or professional development problem. This can be accomplished through a needs assessment. When conducting a needs assessment, you can utilize test data, classroom/workplace performances, observations, surveys, and other documentation that will inform you of the actual problem.

Designing for Classroom Use

If you are creating your course for classroom use with students, use the following guide.

1. Use sources to determine area of students’ needs:

TAKS scores

District benchmarks

Classroom performance

Other relevant data sources

2. What did the data tell you about your students as a whole?

3. What data did you use?

4. What Texas Essential Knowledge and Skills will be your focus?

Resources: NCLB Comprehensive Needs Assessment No Schools Left Behind

Designing for colleague use

If you are creating your course for professional development for faculty/employees, please use the following guide.

1. Use sources to determine area of faculty needs:

Use the 21st Century Schools Professional Development Needs Survey and Scoring Tool to determine area of faculty needs

I do not work in the K-12 arena, therefore I used an independent source to gather and analyze data…

An upgrade of the Blackboard Learning Management System was performed during the Christmas holiday break of 2009-2010, resulting in a significant number of support calls in the

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month of January 2010. Due to the volume and topic of calls, a survey was distributed to faculty and staff to identify specific training needs, and can be accessed from the Needs Analysis document. The survey includes demographic data, student (professional faculty/staff) data, andperception data. School process data* was used when consulting a committee to determine the next steps.

In addition to this survey, I also utilized data gleaned from our tech support software to determine the topics evoking the most questions. The chart depicting the results of this data can also be found in the Needs Analysis document.

The two instruments together have provided an answer to the big idea needing to be understood in presenting the course.

Texas Distance Learning Association (www.txdla.org) HR Survey. Please find this survey under Resources

See above.

2. What did the data tell you about faculty/employee needs?

It is clear in observing the two sets of data that the usage of and questions brought forth concerning the five tools indicated are proportional. Given this information, it is observed training is needed in these five areas.

*The results of these instruments were presented to the Learning Management System Users Group (LUG) of San Jacinto College, seeking recommendations as indicated by the NCLB CNA tool. It is important that the needed training be provided, in order to assure quality professional development and technology literacy of the faculty and staff.

Training will be offered using five independent courses, as all faculty/staff may not require knowledge of all topics. This will also allow the training team to address more specific aspects of the topics and conduct more in-depth training, assuring a greater understanding of the topic. This will then result in a decrease in frustration for those using the software.

3. What NSDC standard will be your focus?

Context Standards and Process Standards

National Staff Development Council (NSDC) Standards

Guskey’s Five Levels of Evaulating Professional Development

E-Lead Evaluating Professional Development

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2. Desired Results

Stephen Covey describes this part of the design process as “to begin with the end in mind to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." In this step, you will use your needs assessment to determine the learner outcomes, use your standards to determine what students/teachers/faculty need to know, and be able to do and develop your essential questions that will guide your assessments and activities.

Unpacking the standard

Based on your needs assessment and selection of the standard (TEKS or NSDC) that will address the problem, identify what the students/teachers/employees need to know and be able to do.

**See Unpacking the Standards ppt in Resources***

Faculty and staff will need to know how to effectively use Blackboard for use as a primary or secondary teaching tool. They will need to know how to load content, test, grade, communicate, and organize their sites to assure the students are learning and understanding what is being conveyed through the online learning environment.

Describe your desired results:

Enduring understanding(s): “Big ideas” or the important understandings that we want students/teachers/employees to remember for life or beyond the classroom/workplace

Essential question(s): What questions guide your teaching and engaging students/teachers/employees?

Knowledge and skills: What do students/teachers/employees need to know (existing knowledge, new knowledge) and be able to do to ensure understanding of the content?

The main question will be “how”.

How do I make my course site effective? Where do I point and click to upload my materials, create discussion boards, insert blogs, wikis, podcasts, etc.

How do I communicate effectively? What are the best tools to use in communicating? Email, virtual classrooms, podcasts, videos???

How do I know they are learning? What is the best way to assess? Q & A, projects, group projects?

How do I keep their interest? How do I assure this is not simply a correspondence course? What methods can I use to assure they are not bored with the assignments?

Resources

Essential Questions

Unpacking the Standards (Found in Resources)

Chapters 1-4 Understanding by Design (Found in Lamar Library)

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3. Evidence of Understanding

What is evidence of in-depth understanding? Where should we look and what should we look for in determining understanding? Checking for understanding requires more than one assessment type. It requires ongoing formative and informal assessment to achieve understanding.

According to Wiggins and McTighe, there is a difference between thinking like an assessor and thinking like an activity designer. Activity designers easily and unconsciously move from identifying the needs and essential questions to designing the learning activities without asking about the evidence that we need to assess for the desired knowledge and skills. In this step, you will create a rubric to determine understanding prior to developing learning activities.

This step utilizes Wiggins and McTighe’s six facets of understanding. In this step, you will determine what you will design to determine if students/teachers/employees have reached the required level of understanding.

Rubric

Develop a rubric that will be used to determine evidence of understanding. Use the Analytic Rubric for Understanding on pages 76-77 in Understanding by Design as a guide (Rubric is also located in Resources). Evidence of understanding should include performance-based and authentic assessments as well as formative and summative.

Score: Task(s): Accomplished: Proficient: Needs Improvement:

Unacceptable

Course Population Five or more menu elements were created and populated, with each containing appropriate content.

(15-20 pts.)

Three or four menu elements were created and populated, with each containing appropriate content.

(10-15 pts.)

One or two menu elements were created and populated, with each containing appropriate content.

(5-10 pts.)

No menu elements were created and populated, with each containing appropriate content.

(Below 5 pts.)

Resources provided

Resources were provided for students in a minimum of three forms.

(7-10 pts.)

Resources were provided for students in two forms.

(5-7 pts.)

Resources were provided for students in one form.

(3-5 pts.)

Resources were not provided.

(Below 3 pts.)

Assessments created

Assessments were created to determine students’ understanding using formative and summative evidence.

(7-10 pts.)

Assessments were created to determine students’ understanding, but one or two methods did not apply formative and summative evidence.

(5-7 pts.)

Assessments were created to determine students’ understanding, but few methods applied formative and summative evidence.

(3-5 pts.)

Assessments were gathering only rote answers, therefore not creating an evidence of understanding.

(Below 3 pts.)

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Organization of site The site is well organized with a clear purpose and theme throughout the course.

(7-10 pts.)

The site has a clear purpose and theme, but may have one or two elements that do not seem to be related to it.

(5-7 pts.)

The purpose and theme of the site is somewhat muddy or vague.

(3-5 pts.)

The site lacks a purpose and theme.

(Below 3 pts.)

Course Settings Appropriate course settings are used throughout the site in order to assure accurate functionality.

(7-10 pts.)

Most course settings throughout the site are appropriately set in order to assure accurate functionality.

(5-7 pts.)

A few course settings are set appropriately throughout the site.

(3-5 pts.)

Course settings have not been appropriately set, which will result in difficulties for students.

(Below 3 pts.)

Assignments Assignments are clearly explained, with appropriate documents and links provided.

(7-10 pts.)

Assignments are usually explained, with most documents and links provided.

(5-7 pts.)

Assignments are sometimes clearly explained, with some documents and links provided.

(3-5 pts.)

Assignments are not explained well, with very few documents and links provided.

(Below 3 pts.)

Grade Center Grade Center is set up with appropriate categories and groups; and with calculated columns correctly configured.

(7-10 pts.)

Grade Center is set up with no categories determined, but with calculated columns correctly configured.

(5-7 pts.)

Grade Center is set up with no appropriate categories and groups; and with no calculated columns correctly configured.

(3-5 pts.)

Grade Center is not set up.

(Below 3 pts.)

Course Tools Course site contains all needed course tools to assist the student in accomplishing their goals. All tools are available and ready for use.

(7-10 pts.)

Course site contains most needed course tools to assist the student in accomplishing their goals. Most tools are available and ready for use.

(5-7 pts.)

Course site contains some course tools to assist the student in accomplishing their goals. Some tools are available and ready for use.

(3-5 pts.)

Course site contains no course tools to assist the student in accomplishing their goals.

(Below 3 pts.)

Discussion Board Discussion boards are implemented in every course unit, and elicit thought-provoking questions and answers.

(7-10 pts.)

Discussion boards are implemented in most course units, and usually elicit thought-provoking questions and answers.

(5-7 pts.)

Discussion boards are sometimes implemented in course units, but rarely elicit thought-provoking questions and answers.

(3-5 pts.)

Discussion boards are never implemented.

(Below 3 pts.)

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Resources:

Chapters 5 and 6 Understanding by Design

Analytic Rubric for Understanding (Found in Resource section)

4. Learning Activities and Teaching

Develop the learning activities and teaching that will promote student/teacher/faculty understanding, interest, and excellence. While developing the learning activities, you will be required to include how technology (including assistive technology) will be integrated into your activities.

Use these guiding questions as you begin to develop your activities:

How do the activities account for prerequisite or enabling skills required?

Identify ways in which the instruction is designed to reach every student?

Identify ways the activities provide opportunities to gather evidence from “work-in-progress.”

How do the activities provide students an opportunity to “put it all together” (to see the big picture)?

Do the activities provide students an opportunity to work with significant ideas and relationships that are included in the standards?

Do the activities provide students an opportunity to construct their own knowledge?

Do the activities stimulate higher order thinking and discussion?

What technology is being integrated into the activities to meet the needs of all students? (Assistive technology)

What will be the hook to ENGAGE students?

What will the students be doing to learn? (EXPLORE)

What instructional strategies will be used to teach this lesson? (ELABORATE)

What level of learning will be taking place?

o Recall, Comprehension, Application, Analysis, Synthesis, Evaluation

What activity will EXTEND student learning?

1. A course outline will be created to give the students an idea of what to expect throughout the course.

2. Outline will begin with introduction, advancing in appropriate sequential steps to enable students to create and design a rigorous online course in the Blackboard environment.

3. From that outline, materials will be created to convey the steps, pedagogical reasoning, and references needed to carry out the tasks. All materials will be presented via:

a. Step by step written instructions b. Instructional videos c. Written, manual type text

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4. Students will engage in discussion board forums to share ideas and resources they may know of to use in their courses.

5. Students will be enrolled in each other’s classes in order to test and evaluate, then share comments with others.

6. Students will be placed into groups to assist, share, and evaluate each other’s sites as the lessons progress.

7. Students will be required to research and include at least one technical element that has not been covered in the materials.

8. Occasional quizzes will be administered to assure students are familiar with terminology and processes used in the Blackboard environment.

9. Web conferences using the virtual classroom tool within Blackboard will be used to carry on discussions with the class.

Resources:

Chapters 7-11 Understanding by Design

Assistive Technology

Universal Design for Learning