Identify the key elements of the backwards approach to instructional design.

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511 Week 12 Overview: Instructional Design: Summing It Up: The Design Process

Introduction

This week we will complete our consideration of the backwards design instructional design framework.

Learning Objectives

By the end of this week, you will be able to:

• Identify the key elements of the backwards approach to instructional design.
• Apply the elements of backwards design to create a learning plan for an instructional context of your own choosing.

Identify the key elements of the backwards approach to instructional design.

Reading

Textbook

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Association for Supervision and Curriculum Development (ASCD).

• Chapter 11: The Design Process

Week 13 Overview: Teaching and Learning Theories: Summing It Up: Learner-Centered Uses of Technology

Introduction

This week we will complete our consideration of learner-centered theory by examining the role that technology plays in a person-centered approach focused on significant learning and how to establish learner-centered rapport in the online learning context.

Learning Objectives

Identify the key elements of the backwards approach to instructional design.

By the end of this week, you will be able to:

• Examine the role of technology in a learner-centered approach to teaching and learning.
• Evaluate new technologies according to learner-centered criteria.
• Apply the person-centered Rogerian framework to the online learning environment.

Reading

Textbook

Klipfel, K. M., & Cook, D. B. (2017). Learner-Centered Pedagogy: Principles and Practice (1st ed.). ALA.

• Chapter 6: The Learner-Centered Library Technologist: Applying Learner-Centered Pedagogy
• Chapter 7: Conclusion

E-Reserves

Motschnig-Pitrik, R. (2005). Person-centered e-learning in action: can technology help to manifest person-centered values in academic environments? Journal of Humanistic Psychology, 45(4), 503-530.

Week 13 Assignment 01: Lesson Plan-Part 3

Identify the key elements of the backwards approach to instructional design.

Due: Day 7.

Assignment Context

Your deliverable for Part 3 of this project is a one-to-two page Word document answering the following questions.

Assessment:

At this stage of instructional design, you’re close to completing the Backwards Design process. As such, you’ll begin to compile each component of your design plan into a cohesive learning plan. Here, you’ll combine all of your previous ideas to put a plan of learning into action:

1. What concrete learning activities and experiences will help you achieve your desired results?

Your objective in Part 3 of this project is to provide an answer to this question by detailing the concrete learning activities you plan to implement in your session.

Additionally, please provide a response to the following:

1. Why do you believe these specific learning activities will help you achieve your learning goals? Please be specific, and reference any relevant readings or learning theories that have been discussed in class.
   

   Identify the key elements of the backwards approach to instructional design.

LIM511 Mastery Rubric 02

Lesson Plan Mastery Rubric1

Mastery Definition: The ultimate goal of this assignment is to produce a professional quality lesson plan. This means that the lesson plan is clear, well-written, rigorous, and is systematically informed by evidence-based best practices in learning theory, instructional design, and information literacy instruction.

Strengths

Mastery Outcomes

Areas for Growth

Criteria #1: The lesson plan clearly and thoroughly defines a relevant real world instructional context corresponding to student interest.

Criteria #2: The lesson plan is fundamentally based in evidence-based teaching strategies (either from class or the broader research literature in education and/or information science.

Criteria #3: The lesson plan is organized around deep “essential questions” that establish a relevant problem context for learners and allows learners to transfer information to new contexts.

Criteria #4: All exercises, quizzes, etc. – anything you will have the students actually do – are created and included in the lesson plan (e.g., if you plan to give your learners a quiz to test their understanding, you must create and include that quiz).

Criteria #5: A method for assessment of student learning following the principles set out in Understanding by Design and/or any related articles is included in the lesson plan.

1Adapted from The Single-Point Mastery Rubric