The document discusses two instructional design theories: the Dick and Carey Instructional Design Model and Understanding by Design. It summarizes the key aspects of each model. The Dick and Carey Model was developed by Walter Dick and Lou Carey and is described as the "Systems Approach Model". It presents Understanding by Design, developed by McTighe and Wiggins, which consists of three stages: identifying desired results, determining assessment evidence, and planning learning experiences. The document also discusses learning gaps, designing for knowledge, skills and motivation, applying the Understanding by Design process, and technology tools like Poll Everywhere and Piazza.

2. Instructional Design: Theory
and Practice
Sean Sharp
February 5, 2015
http://blogs.uoregon.edu/instructionaldesign

3. Today’s
Goals:
• Expand your knowledge of ID
• Present two ID Theories
• Have you work with one of
these
• How does technology fit into
this?
• PollEverywhere/iClickers
• Discussion forums

4. Dick and Carey Instructional Design Method
Walter Dick received his undergraduate from Princeton, then his PhD from Penn state University in Educational Psychology before
teaching at Florida State University.[2] Dick studied alongside Robert Gagne and was heavily influenced by the work of Gagne, specifically
his “The Conditions of Learning” published in 1965.[3] Lou Carey was a graduate student of Walter Dick and later was co-author with Dick
to “The Systematic Design of Instruction” published in 1978.[4] Her husband, James, joined in the effort to help write this book due to his
expertise in educational technology and new media technologies. Together, Dick and Carey developed a model of Instructional Design
described as the “Systems Approach Model” which was presented within “The Systematic Design of Instruction”. This model has simply
become known and the “Dick & Carey Model”.
Understanding By Design by McTighe and
Wiggins

6. Stage 1—Identify Desired Results:
Key Questions: What should students know, understand, and be able to do? What is the ultimate
transfer we seek as a result of this unit? What enduring understandings are desired? What essential
questions will be explored in-depth and provide focus to all learning?
Stage 2—Determine Assessment Evidence:
Key Questions: How will we know if students have achieved the desired results? What will we accept as
evidence of student understanding and their ability to use (transfer) their learning in new situations?
How will we evaluate student performance in fair and consistent ways?
Stage 3—Plan Learning Experiences and Instruction:
Key Questions: How will we support learners as they come to understand important ideas and
processes? How will we prepare them to autonomously transfer their learning? What enabling
knowledge and skills will students need to perform effectively and achieve desired results? What activi-
ties, sequence, and resources are best suited to accomplish our goals?

7. Learning Gaps:
Knowledge
Motivation
Environment
Skills
Who are your learners?
What’s the goal?
How do we remember?
How do you get their attention?
Design for:
Knowledge
Skills
Motivation

8. Choose a unit or a course
Apply UbD Process
Identify desired results
Determine assessment evidence
Plan learning activities
Share with your neighbor
Report back to the group

10. Poll Everywhere polleverywhere.com
Piazza online discussion tool: piazza.com
Canvas by Instructure - our new LMS

11. Thank
You.
Let’s
talk!