Instructional designers (IDs) are routinely called on to design linear, one-size-fits-all learning experiences built around "content" (e.g., textbooks, lectures, etc.). With the growth of personalized, adaptive, and CBE models, IDs need to rethink old habits and acquire new (or dust off old) design tools. In this interactive session, learning leaders, faculty, and IDs will work through the first steps of a "backward" (Wiggins & McTighe) curriculum redesign process. We will provide participants a framework to put adult learner capabilities front and center in their curriculum implementations. This framework also includes several personalization and adaptivity delivery models and modality variables.

1. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
1
Backward (Instructional) Design
Updating ID Toolboxes for Personalized, Adaptive, & CBE
CAEL 2015 INTERNATIONAL CONFERENCE, BALTIMORE MD
Jon Mott, PhD
Chief Learning Officer
MJ Bishop, PhD
Director, Center for
Academic Innovation
Cristi Ford, PhD
Assistant Vice Provost for
Learning Innovation Initiatives

2. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
@drmjbishop
@drmotx
@jonmott
2

3. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Agenda
Welcome & Workshop Outcomes
Context: Problem, Opportunity, & Definitions
CASE STUDIES
New Tools for the ID Toolbox
Report Outs & Takeaways
3

4. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Welcome & Workshop Outcomes
4
Workshop participants will be able to:
1. Apply working definitions of personalized, adaptive, and CBE in design
contexts;
2. Design the right personalized, adaptive, and / or competency-based
sequences and workflows for the right contexts using the right tools;
3. Evaluate tools, platforms, and courseware based on updated toolbox
(ask "hard" questions about "black boxes");
4. Design personalized, adaptive, and CBE programs and courses
utilizing new tools and frameworks

5. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
5
CONTEXT
Problems

6. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Curriculum & courses are (generally): 6
TIME
BOUND
LINEAR
TEACHER
CENTRIC
ONE-SIZE-
FITS-ALL

7. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Assessment is frequently: 7
DESIGNED
FOR
SCALABILITY
NORM
REFERENCED
DIGITAL
KINKOS
FOR
COURSES
SUPPORT
STAFF
FOR
SMEs
IDs are perceived as:

8. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
8
CONTEXT
Opportunities

9. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
9
Learning
Design
Alignment
Capabilities
Activities
Measurement
Policies &
Assessments
Backward Design

10. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
10
Criterion-referenced assessment (CBE)
● Establish unambiguous,
objective measures of capability
● Hold all learners to same
standard

11. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
11
Authentic learning & assessment
● Match learning and
assessment to real-
world performance
● Match learning and
assessment contexts
as closely as possible

12. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
12
Rethink role of instructional designers
● Professional peers
● Unique expertise
and skillsets
● Equal partners in
process

13. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
13
DEFINITIONS

14. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
14
Personalized learning
Preference
Placement
Path
Pace
4 Ps of
Personalization

15. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
15
Adaptive learning
Preference
Placement
Path
Pace
Adaptive
Learning
● Multiple remediation
loops
● Pacing / path rules
● Algorithms
● Predictive analytics

16. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
16
Competency-based education
FORMATIVE
DIAGNOSTIC
SUMMATIVE
CAPABILITY
TRANSCRIPT
KNOWLEDGE, SKILLS, ABILITIES
CAREER &
LIFE GOALS
PLA
LEARNING
ASSESSMENTS
PERSONALIZED
& ADAPTIVE
LEARNING PLAN
COURSEWARE
ACTIVITIES
SIMULATIONS
PROJECTS
INTERACTIONS
Remedial|Ontrack|Advanced

17. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
17
CASE STUDIES

18. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
18
CASE STUDIES
INTRO TO ACCOUNTING
● Positioned as “weed
out” course
● Wide variability in
incoming preparation
● Varied pace of
learning
● Sporadic / intermittent
demand for
remediation
● Instructor burnout
GE COURSE w/ HIGH
DFWs
● Required GE course
● Negative student
course & faculty
ratings
● High enrollments
● Varied approaches
across sections of the
course
● Wide variation in
preparation and
performance
STUDENT TEACHER &
MATH
● Student returned to
school after 15 years
● Earned teaching
degree with a 3.0
GPA
● Proved incapable of
calculating fractions
when teaching
students

19. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
19
NEW TOOLS for TOOLBOX

20. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
20
Learning
Design
Alignment
Capabilities
Activities
Measurement
Policies &
Assessments
Backward Design

21. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
21
Authentic PLA, diagnostics, formative assessment
● What are you
measuring?
● How often will you
measure it?
● Will it be computer or
human graded?
● What is the relationship
between formative &
summative
assessment?

22. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
22
Rules & algorithm-based personalization & adaptive
LEARNER
ACTIVITY
ACTIVITY
EVALUATION
PERSONALIZATION
RULE or ALGORITHM
UPDATED
LEARNING
PLAN
TYPE?
NUMBER?
FREQUENCY?
LATENCY?
WHAT
RULE(S)?
ALGORITHM(S)?
FREQUENCY?
MANNER?

23. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Other tools and considerations 23
PROGRAM
LEVEL
PERSONALIZATION
DATA,
TRACKING &
ANALYTICS
CONTENT
CREATION &
CURATION
EFFICACY
EVALUATION

24. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
INTEROPERABILITY! 24
LTI 2.0 ANALYTICS CBE + eT

25. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
The right tool for the right context 25
Intensity / frequency of teacher-student interaction
Cognitive complexity of task
Content/activityvolumerequirements
Machinescorable/guidable
Adaptive
Learning
Personalized
Learning
Program-level
Personalized
Learning
Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation
Adaptive
Practice & Test
Prep
Personalize
courseware & learning
sequences
Program mapping,
delivery, & analytics

26. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
26
REPORT OUTS
NEXT STEPS
jmott@learningobjects.com

27. © 2015 Learning Objects.
non-integrated
LMSb
(or faculty
website,
publisher course,
etc.)
LMSa
27
SIS Program
System of
Record
Personalized &
Adaptive
Courseware
Capability
Dashboard
Capabilit
y
Transcript
COMPREHENSIVE
PROGRAM
PERFORMANCE
DATA
● LMSs
● 3rd Party Courseware
● Proprietary Learning Tools
● Assessment Tools
GRADES (manual)
COMPREHENSIVE PROGRAM DESIGN & DELIVERY TOOLS & SERVICES
Learning
Technology &
Curriculum
Design
Services
Learning-centered architecture