1. “Education is not preparation for life; education
is life itself.”
John Dewey
Technology is just a tool. In terms of getting the
kids working together and motivating them, the
teacher is the most important.
Bill
Gates
Men have become the tools of their tools.
Henry David
Thoreau
2. Bell ringer – think, pair, share
Pair up – in 2’s or 3’s
EXPLORE -- Chat for 1 MINUTE
What is instructional design and do we need it
here?
REPORT BACK
Come up with 3 descriptive words about
instructional design
3. Goals
• What is instructional design? / How is it done?
• How would this look at edX?
• What are some relevant guiding theories in
instructional design / education?
• Application of theories!
10. Why do we need instructional design?
• Modal shift
• Competing interests
• Learning from learning
• Students at the center
• Goals-aligned movement
• Quality is the real frontier
• Improve communication across partners
11. quality is the real frontier
• holistic course design
• student interactive modes / group learning
• improved instructional technique, delivery
• flipped classrooms
• data-driven instruction
• multiple learning paths
12. Understanding by design framework
(first 3 of 7 tenets)
1. Learning is enhanced when teachers think purposefully
about curricular planning. The UbD framework helps this
process without offering a rigid process or prescriptive
recipe.
2. The UbD framework helps focus curriculum and teaching
on the development and deepening of student
understanding and transfer of learning (i.e., the ability to
effectively use content knowledge and skill).
3. Understanding is revealed when students autonomously
make sense of and transfer their learning through
authentic performance. Six facets of understanding—the
capacity to explain, interpret, apply, shift
perspective, empathize, and self-assess—can serve as
indicators of understanding.
Borrowed from Understanding by Design Framework, ASCD 2013
13. How it is done?
design methodology
IDEO, design methodology, 2013
14. Stage 1
• Begins as a conversation: modal change
– Hopes, desires
– Trade-offs
• Who is your target audience?
• What are the overarching goals of your
course? What are the essential questions you
and your students will ask?
• At the end of your course, what will students
have achieved
Adapted from Understanding by Design Framework, ASCD 2013
15. Stage 2
• Design assessment methods for goals
• How will this be measured?
• Assessment types
– Formal and informal
– Formative, summative
Adapted from Understanding by Design Framework, ASCD 2013
16. Stage 3
• Select pedagogical methods that will best suit
these goals as well as content type
• Plan activities and design based on these goals
• Recognize technologies that can assist these
goals
Kindergarten Thinking, Mitch Resnick, MIT Media Lab
20. At UPS, the average driver makes about 120 deliveries
per day, …To figure out how many different possible
routes that driver could travel, just start multiplying:
120 * 119 * 118 * . . . * 3 * 2 * 1. The end result, Levis
likes to say, far exceeds the age of the Earth in
nanoseconds.
21. Education and Variability
• Complex systems
• This is the case in the universe.
• Education itself is a variable term
• There is no perfect course, or even perfect
lesson.
22. • civic engagement
• skills development
• moral / ethical development
• critical thinking
• literacy
“Education is a social process. Education is growth.
Education is, not a preparation for life; education is
life itself.” John Dewey
why educate?
23.
24.
25. MULTIPLE DIRECTIONS
Teaching for Understanding, David Perkins, Howard Gardner 1991
Teaching for Understanding with Technology, Stone Wiske 2004
29. from disability to variability
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
Brain of learner with autism
30. Affective networks that monitor the internal and external environment to set priorities, to
motivate, and to engage learning and behavior.
Recognition networks that sense and perceive information in the environment and
transform it into usable knowledge.
Strategic networks that plan, organize, and initiate purposeful actions in the environment.
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
