Designers of learning experiences should be examining what the overall objective(s) of that learning experience is supposed to be. Then determine what is the best way (depending on the audience, amount of time, budget, etc) to assess the learners achievement of that objective(s). Once appropriate assessment has been designed then the collection of resources, materials, activities, etc should be collected and presented to learners in a way that they can logically work through the material AND see the connection to the overall goal. Designing in this way is called backward design and is informed by understanding by design theory and focuses on learner outcomes first (Wiggins, 2005). This methodology is particularly good in TELE’s as it helps the designer ignore technology tools that are all flash and no substance and rather identify the technologies that will help students achieve the outcomes successfully.
I apply this methodology when working with faculty in the design of their online courses. We focus on the outcomes and how we can measure their achievement first before looking at what technology will be used to support the learning. I found that this has helped to keep the student at the centre of the the learning design. When I find a tech tool that I like the look of I first examine my learning objectives (LO’s) to see if it makes sense to employ this tool in my design.
Excellent description and example of backward design
Wiggins, G, McTighe, J. (2005). Understanding By Design 2nd Expanded Edition. ASCD. Alexandria, VA.
Dear Kari,
I think what you said about cohesion is important. Learning doesn’t stop after a 40-minute lesson. Using different educational technological tools may fragment the cohesiveness of the experience. Thus, educators should be mindful of the number of tools employed. Given the myriad choices of educational technological tools available, educators can evaluate its usefulness in relationship to how it support the learning objectives. To explore this idea further, how do you perceive all-inclusive, multipurpose tools such as G-suite or one-purpose tools like Lucidchart for concept maps?
Alice
It will always come down to your purpose.
G-suite tools can support collaborative projects, so if you have collaborative projects in your curriculum these tools may work.
I would say the same about single purpose tools – if they support the goals/objectives that you are trying to accomplish then great. You used the example of lucid chart for concept maps – would your objective be best assessed by students laying out ideas in a concept map…then sure Lucid way may be a good tool for that. but if your objective is say, ‘identify x and y’ well then a concept map is likely not the best way to assess their ability to identify, thus this is not a good tool.
the idea is to not go into design saying, I want to use lucid way to have student make concept map. It is to look at what the objectives/goals are and what is the best way to ask students to demonstrate their knowing and then finding the tools/resources/activities that will help them achieve that.
Hi Kari
I like the fact that you brought up backward design…I often use this method when creating content and lessons.
I wonder if students could create a lesson from objectives given to them from teachers?
A good next step might be to share an example of a project you created using backward design.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Hey Kari,
I definitely think what you shared about backwards design is important and can lead to highly successful learning experiences for students.
It is interesting being a classroom teacher, as the approach is often so much different. The government hands down the curriculum, and that is what we are faced with. We then have 1000’s of tools at our disposal (many of which are digital) to help accomplish those goals.
What would you suggest in terms of implementing backwards design in a middle school clasroom? Take it on a unit-by-unit basis and try to implement technologies that way? Or look at the larger goals for the year and pick technologies based on that?