This document discusses using backward design to develop more effective courses. It describes backward design as starting with defining learning objectives and desired results, then designing assessments to determine if objectives are met, and finally creating instructional materials and activities to help students achieve the objectives. The document outlines the three stages of backward design - identifying desired results, determining acceptable evidence of learning through assessments, and designing learning experiences and instruction. It recommends using backward design to focus on student learning and understanding, prevent unnecessary content, and help identify appropriate resources to meet objectives.

1. ITC: 41 – Using Backward
Design to Build Better Courses
Stan Skrabut, Ed.D.
@skrabut

2. It is time to start another semester.

3. You are getting ready to prepare your course for the term.

4. You recognize that your current course
is not yielding the results you desire.

5. You want a course that addresses the essentials
with activities that guide students to content mastery.

6. Backward design is an instructional design method
that focuses on learning objectives and goals.

7. Backward design is an
instructional design
strategy for developing
courses.

8. The instructor starts with the end in mind.

9. Begin with the objectives.
Objectives Assessments
Practice
Activities
Content

10. Next design the assessments or ways to determine
if the learner meets the objectives.

11. After you design the assessments,
you create the instructional materials to meet the objectives.

12. If everything is done correctly, learners should pass the
assessment thus demonstrating they have met your objective.

13. There are other names for backward design.

14. In the Air Force, the term is called
Instructional Systems Design or ISD.

15. ADDIE is a more formalized methodology of
Analyze, Design, Develop, Implement, and Evaluate.

16. There are many reasons to use backward design
when designing courses.

17. Backward design focuses primarily on
student learning and understanding.

18. You’re focused on meeting the objective.

19. It helps prevent fluff or unnecessary content.

20. It encourages the instructor to establish the purpose of doing
something before implementing it into the curriculum

21. Instructors know exactly what and why
they are teaching something.

22. It helps identify the correct resources necessary to instruct.

23. There are three stages to
backward design.
Identify Desired Results
Determine Evidence of
Learning
Design Learning
Experiences and
Instruction

24. Stage one is identifying desired results.

25. When designing a course, first create your goals and objectives.

26. A course goal indicates a broad learning outcome
students will acquire at the end of the course.

27. The goal must be realistic and achievable
but is not usually measurable.

28. A course objective indicates a specific learning outcome,
which should be measurable.

29. The parts of a learning objective are conditions,
behavioral verbs, and criteria.
Behavior
Criteria
Conditions

30. The levels in Bloom’s Taxonomy (original and revised)
can be helpful in developing learning outcomes.

31. Stage two is determining acceptable evidence of learning.

32. This stage focuses on tasks and assessments
to demonstrate evidence of understanding and learning.

33. In essence, you simply put the objective into action.

34. Universal Design Learning is applicable
when it comes to creating assessments.

35. When you understand the basics of UDL,
it makes it easier to incorporate them into backwards design.

36. Stage three is designing learning experiences and instruction.

37. Design instruction that meets the objectives.

38. Design activities that the student can practice
to successfully pass the objectives.

39. Design content for hands on learners.

40. UDL helps you decide on choice and supports.

41. Backward design works
neatly with open
educational resources
(OER).

42. Start by having the objectives in front of you
as you look for resources.

43. When designing backwards,
looking for OER should be the last step you consider.

44. Plan how students will engage with learning materials
to prepare for the assessments.

45. Determine what you expect students to be able to do
at the end of the lesson, module/unit, or course.

46. Articulate how students will demonstrate they have achieved
these learning outcomes; these are your assessments.

47. There are three primary ways to use existing OER.
As Is
Revise
Remix

48. Find a piece of OER and use it as-is.

49. Revise a piece of OER to meet your needs.

50. Take several pieces of OER and remix them into a new
compilation, using them either as they are or with revisions.

51. Keep your eye on licenses; some resources, for example, permit
you to share them, but not revise or remix them.