Wids Model
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Wids Model



An introduction to the Wids course design model.

An introduction to the Wids course design model.



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  • There is a tool that can help you know exactly that: The Wisconsin Instructional Design System - WIDS
  • In life, it is said “a picture paints a thousand words”. In education, we teach people o to paint those pictures. Every instructor approaches the challenge of teaching by using the models that they have been taught with, that their colleagues have recommended or that just feel right. The real challenge may not be in the teaching, but in the design of the teaching. The real challenge may be to discover that what you are teaching is being learned effectively.
  • There is a tool that can help you know exactly that: The Wisconsin Instructional Design System - WIDS
  • Please take out a pencil and paper and answer the following questions. (reveal each question with a five second pause in between each one) Okay, are you finished? No? Why not? (field answers: not my area, I learned that a long time ago, why do I need to know, etc.)
  • When would it matter if I could answer those questions? (reveal the answers and say them out loud)
  • Welcome to the famous Fr. Guido Sarducci’s 10 minute university. We guarantee that we will teach you everything you will remember about your field of study in five years. This is a time-proven method that seems to have only one problem…...
  • That’s right…not everyone remembers the same ten minutes. And why is that…..
  • (read the content of the slide) How can we, as educators, change this picture? How can we make our courses meaningful for the students?
  • When you do something with the facts and knowledge you collect, you can change the picture. How can we do that? By introducing in our courses Performance Based instruction. So what is Performance Based Instruction?
  • (read slide content) For many of you, this sounds very familiar. We’ve spent a lot of energy, here at Mott discussing the paradigm shift from teaching to learning. The CETL has made that topic a focus for the past three years. We’ve had presentations, workshops, speakers, seminars and for many of us, we are still no closer. We’ve heard about the philosophy in why we need to shift, that our students will be better educated, that our instructors will be rejuvenated and that no one knows how to actually accomplish it.
  • How can you move to the Coach on the side, and not be the Sage on the Stage? I hope that over the next four days, we’ll be able to help you with that transition. We’re going to show you a method that works…for your individual course, your program, even your entire discipline.
  • WIDS…Performance based instruction for everyone. WIDS was created to help an instructor design their curriculum to insure that each students could successfully learn. Performance based instruction changes the focus of the course from the instructor-delivered to the learner-centered. The student must play an active role in the process when each learning activity is clearly died to the intended outcome. It’s a combination of core abilities, course competencies, criteria, conditions, learning objectives and activities that are linked to specific performance assessments. Using a computer program, WIDS is an organizational tool that guides you through performance based instructional design. Let’s take a look at what one teachers said about the WIDS program…..
  • (read the slide content) I don’t know about you, but I’ve spent a lot of time looking for that second shoe. Now, let’s spend some time getting acquainted with the terminology of WIDS…..
  • Competencies: those major skills your students need to learn to perform a task effectively and efficiently. The competency will describe the performance in measurable terms. Remember the test we took at the beginning of this session? Here are some competencies that may have helped us learn those skills or knowledge.
  • (read the slide…)
  • (read the slide…)
  • (read the slide…)
  • (read the slide) Students need to know how they will demonstrate that they understand the skills and concepts the instructor is presenting. By telling them, up front, there are no “suprises”, no “trick questions”, and no “but what does that have to do with what we’re learning”.
  • (read the slide)
  • If I wanted to be successful on our entry test, these are some of the performance standards I would have demonstrated in learning about Sartre, roses and big rig trucking.
  • Unfortunately, performance standard represent large chunks of knowledge. In order to break them down into manageable pieces, we need to design a series of benchmarks. In WIDS, these manageable pieces are called Learning Objectives. Each competency may have many learning objectives that give the students the building blocks to achieve the performance needed. Let’s go back to our original test and look at a learning objective from each topic.
  • (read the slide)
  • Now, we’re down to the actual learning activities that support all of the instructional design of your course. These activities tell the learners how they will be assessed for the Competencies and Core Abilities. This is where the students actually demonstrate achievement of one or more of the Competencies by completing the Performance Assessment Activity. And this is where it all pays off….in contrast to much of the conventional testing, students will be doing what they have learned, generating a response, rather than choosing one.
  • Another feature of the WIDS programming, is identifying the Core Abilities that every student should be learning to insure they become “good academic citizens”. Core Abilities are determined for the entire college. These are areas that we at Mott have tried to address in our General Education requirements. In WIDS, rather than designating specific courses, these skills are built into each course. Not all Core Abilities can be addresses in each competency. The core abilities that are clearly reflected in each competency are identified. It’s a neat way of keeping those abilities evident in each course.
  • These are some examples of Core Abilities. What core abilities could you recommend for Mott to adopt?
  • So, these are the components of the WIDS Model: Core Abilities, Competencies, Performance Standards, Learning Objective and Performance Assessment Tasks. That’s a whole lot of terminology that really comes down to…….
  • Who, What, When and How. Performance Based Instruction. But that’s not the end of the story…..
  • (read the slide)
  • Because for both the student and the instructor there are no suprises! Everyone knows the direction they are traveling in and the final destination is on the map. The competencies for the course are clear.
  • Because everyone knows exactly what is expected and when it’s supposed to happen.
  • Because all the assessments are tied to each competency
  • Because all the activities and teaching strategies are linked to the competencies of the course.
  • WIDS helps instructors design their courses clearly for their intended audiences…the students, the transfer institutions, the employers.
  • We can guarantee to both our students, their employers and the Universities they may transfer to, that they can perform the skills they have learned and that they can adapt those skill and knowledge to new learning situations.
  • (read the slide) WIDS gives us another tool for adding more quality to the educational experience. WIDS works…..but so will you in learning to use it. There are challenges to be met…..
  • The biggest challenge will always be time….time for up-front planning, time to identify who our students are, what our community needs and how to develop new and different assessment tools.
  • This 14 step process is the roadmap for designing your courseware using the WIDS Model. You will be spending the next four weeks working through this process in for your course or program. It all starts with the students…who they are, what they need and how to insure that we teach the courses in a way that they can perform.
  • 27 This is the paradigm shift….learner centered instruction. This is the path from the sage on the stage to the coach on the side. This is our beginning…..welcome to WIDS.

Wids Model Wids Model Presentation Transcript

  • WIDS The Model Lisa Banks Robert Benard Mott Community College Through a generous grant of intellectual property by: Gail Knapp Lynn Thigpen
  • In life, it is said “a picture is worth a thousand words”. In education, we teach people how to paint those pictures
  • WIDS The Model An Introduction to the Worldwide Instructional Design System at Mott Community College
  • Quiz: Answer the following questions
    • Summarize Sartre’s Philosophy.
    • Label the parts of a flower.
    • What is the distance to
    • Milwaukee from Flint?
    ? Milwaukee Flint
  • When would it matter if you know these answers?
    • If you are in a debate about Existential Philosophy.
    • If you are a horticulturist doing cross-fertilization.
    • If you are a trucking company dispatcher.
    • If you are on Jeopardy!
    • Or if you are a student answering test questions.
  • Welcome to Fr. Guido Sarducci’s Ten Minute University
    • “ We only teach you the facts you may actually remember in five years”
  • One problem is:
    • Not everyone remembers the same 10 minutes!
  • To often education seems to be:
    • a Teacher filling the students heads with seemingly meaningless facts.
    • A Student rote memorizing only to pass the test.
  • The process only becomes meaningful when…..
    • students need to do something with all those facts.
    • For example:
      • Win a Debate.
      • Create a new hybrid rose.
      • Schedule a fleet of delivery trucks.
      • Become a Jeopardy Champ and
      • get lots of money.
  • Performance Based Instruction
    • Who are the learners? (Audience)
    • What do they need to learn? (Goals)
    • When have they got it? (Criteria)
    • How do I get my students there? (Strategies)
  • Learner Centered Instruction
    • “ The Coach on the Side…...not the Sage on the Stage!”
  • The WIDS Model
    • Learner Centered, Performance Based Instruction that Works!
  • “ Competency-based instruction is a California Closet Organizer for my course. It forces me as an instructor to develop competencies that will help the student and myself know what is expected….just like when your closet is organized, you can spend more time combing your hair when you’re ready to go rather than digging through that mess on the bottom looking for one shoe.” WIDS Testimonial
  • Competencies
    • Major skill, knowledge, or ability needed to perform a task effectively and efficiently.
    • Determine the “what”
    • Drive the “how”
    • Dictate the “when”
  • Competency examples
    • Differentiate between philosophical viewpoints.
    ? ?
  • Competency examples
    • Create new rose hybrids.
  • Competency examples
    • Design routing pattern for trucking fleet distribution.
  • Performance Standards
    • Each competency has a set of Criteria and Conditions
    • Performance Criteria provide the structure for answering the question “Did the learner achieve the Competency”.
    • Performance Conditions describe the situation learners are expected to demonstrate.
  • Performance Standards
    • Observable and measurable criteria and conditions for performance assessment.
    • Provide the tools for clarifying the performance expectations.
    • “ What” I need to do to be successful.
    • Demonstrates that the learner has achieved the competency.
  • Performance Standards examples
    • Support Sartre’s position in a philosophical debate.
    • Develop a 4” tea rose in the greenhouse.
    • Design a distribution pattern for trucking fleet in a simulated work situation.
  • Learning Objectives
    • What supporting skills, knowledge and attitudes are needed to learn.
    • Benchmarks for learning a competency
  • Learning Objective examples
    • Summarize Sartre’s Philosophy.
    • Label the parts of a flower.
    • Determine the distance from Milwaukee to Flint.
  • Performance Assessment Tasks and Activities
    • The activities that indicate how you will show that you can do the Competencies and Core Abilities.
    • These tasks link the Learning activities (how) and the Performance Activities (when) with the Core abilities, Competencies, Performance Standards and Learning Objectives (what)
  • Core Abilities
    • Address broad knowledge, skills and attitudes.
    • Transferable.
    • Go beyond the context of a specific course.
  • Core Ability examples
    • Acquire and evaluate data.
    • Work cooperatively with others.
  • WIDS Model
    • Core Abilities
    • Competencies
    • Performance
    • Standards
    • Learning
    • Objectives
    • Performance
    • Assessment Tasks
  • WIDS Model How When What Who
  • Why does the WIDS model work?
  • Why? Because…….
    • Competencies are identified, verified and made public in advance.
    • All content decision are based on competencies.
    • This is part of the WHAT.
    • Assessment of a competency asks a learner to PERFORM the competency as the primary source of evidence that he/she has mastered it.
    • This is the WHEN.
    Why? Because…….
    • The criteria and conditions for assessing achievement are explicitly stated.
    • They are made public in advance.
    • Assessment is criteria referenced, not norm referenced.
    • This is part of the WHEN.
    Why? Because…….
    • The learning activities and teaching strategies relate directly to the competencies.
    • A variety of strategies are used.
    • Activities are learner centered.
    • This is the HOW.
    Why? Because…….
  • Who are our Learners?
    • Students
    • Transfer Institutions
    • Employers
  • What is our Product?
    • Learners who can perform and adapt to new learning situations.
    • If education and training are lacking quality, then learners are being wasted.
  • Challenges of PBI
    • Finding time for up-front planning
    • Starting without a needs assessment or task analysis
    • Developing expertise at measuring performance rather than knowledge
  • Instructional Design Flowchart Step 1 Analyze needs Step 4 Define learning objectives Step 3 Analyze competencies Step 2 Write competencies Step 5 Develop performance standards Step 6 Designate core abilities Step 7 Sequence competencies Step 8 Develop course goal/ description Step 10 Develop assessment/ record plan Step 9 Specify assessment strategies Step 11 Design learning activities Step 12 Develop instructional materials Step 13 Layout learning/ lesson plans Step 14 Create a class syllabus
  • WIDS PBI Model Learner