This document introduces the Understanding by Design Professional Development Workbook. It is designed to help educators design curricula and assessments with a focus on developing student understanding. The workbook contains design templates, standards, exercises, tools, examples and a glossary to support the three stages of backward design. The document emphasizes that curriculum design is an iterative process, not a linear one, and designers should select the appropriate tools and approaches for their unique situation and content area.
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
Antonio Longobardo is an international design consultant who has over 14 years of experience in fields like product, industrial, and interior design. He has worked on design projects in several countries and has taught design at universities. Feedback from a lecturer evaluation praised his preparation, organization, and hard work teaching students.
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
This document provides an overview of the Minor User Experience Design program offered between 2008-2010. The minor consists of 15 credit points in the third year and 15 credit points in the fourth year. In the third year, students complete internships and work on themes in user experience design. Themes covered include what is experience design, expression and emotion, multi-modal design, visualization and structure, social networks, and design research. In the fourth year, students complete assignments and workshops. Guest speakers from design companies and organizations also present at workshops. The minor culminates in a graduation project in user experience design.
Week 6 assignment 2 critical thinking questions EDU 655 tommygee2
This document is a student's responses to critical thinking questions for an online course. The student provides summaries of key points from readings on instructional design and technology. They discuss trends in media production skills for instructional designers, potential coursework and projects to strengthen skills, and leading academics in the field. The student also prioritizes areas of focus and proposes action steps to enhance proficiency and career opportunities.
The document introduces the design cycle model, which represents the process designers use to refine solutions. It consists of 6 stages: identifying needs, researching/specifying requirements, generating ideas, developing solutions, testing solutions, and evaluating. Designers use techniques like brainstorming, attribute listing, and morphological synthesis to generate ideas. They communicate ideas through drawings, models, and other visuals. The process is iterative and involves both analytical and conceptual thinking.
This document discusses different types of lesson plans, including detailed, semi-detailed, and Understanding by Design (UbD) plans. It describes the key parts of each plan such as objectives, procedures, evaluation, and assignment. Detailed plans provide step-by-step guidance while semi-detailed plans have fewer specifics. UbD focuses on backward design with three stages: desired results, assessment evidence, and learning plans. The document compares the similarities and differences between the plan types.
This 1-week unit plan for 2nd grade focuses on bullying prevention through the story "Hey Little Ant". Students will:
1) Compare characters in the story and discuss how bullying affects everyone. They will journal about how they would feel if bullied.
2) Research similarities between ants and children, and ways that all living things are alike. They will discuss how not to judge others based on appearance.
3) Create an anti-bullying poster using Glogster to demonstrate their understanding of bullying's effects.
The unit aligns with Common Core standards for reading informational texts, writing, speaking, and language conventions. Assessment will include observation, pre/post tests, group work, and student projects
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
Antonio Longobardo is an international design consultant who has over 14 years of experience in fields like product, industrial, and interior design. He has worked on design projects in several countries and has taught design at universities. Feedback from a lecturer evaluation praised his preparation, organization, and hard work teaching students.
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
This document provides an overview of the Minor User Experience Design program offered between 2008-2010. The minor consists of 15 credit points in the third year and 15 credit points in the fourth year. In the third year, students complete internships and work on themes in user experience design. Themes covered include what is experience design, expression and emotion, multi-modal design, visualization and structure, social networks, and design research. In the fourth year, students complete assignments and workshops. Guest speakers from design companies and organizations also present at workshops. The minor culminates in a graduation project in user experience design.
Week 6 assignment 2 critical thinking questions EDU 655 tommygee2
This document is a student's responses to critical thinking questions for an online course. The student provides summaries of key points from readings on instructional design and technology. They discuss trends in media production skills for instructional designers, potential coursework and projects to strengthen skills, and leading academics in the field. The student also prioritizes areas of focus and proposes action steps to enhance proficiency and career opportunities.
The document introduces the design cycle model, which represents the process designers use to refine solutions. It consists of 6 stages: identifying needs, researching/specifying requirements, generating ideas, developing solutions, testing solutions, and evaluating. Designers use techniques like brainstorming, attribute listing, and morphological synthesis to generate ideas. They communicate ideas through drawings, models, and other visuals. The process is iterative and involves both analytical and conceptual thinking.
This document discusses different types of lesson plans, including detailed, semi-detailed, and Understanding by Design (UbD) plans. It describes the key parts of each plan such as objectives, procedures, evaluation, and assignment. Detailed plans provide step-by-step guidance while semi-detailed plans have fewer specifics. UbD focuses on backward design with three stages: desired results, assessment evidence, and learning plans. The document compares the similarities and differences between the plan types.
This 1-week unit plan for 2nd grade focuses on bullying prevention through the story "Hey Little Ant". Students will:
1) Compare characters in the story and discuss how bullying affects everyone. They will journal about how they would feel if bullied.
2) Research similarities between ants and children, and ways that all living things are alike. They will discuss how not to judge others based on appearance.
3) Create an anti-bullying poster using Glogster to demonstrate their understanding of bullying's effects.
The unit aligns with Common Core standards for reading informational texts, writing, speaking, and language conventions. Assessment will include observation, pre/post tests, group work, and student projects
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document provides a sample intervention for introducing a Learning Design methodology to trainee teachers. It outlines a 4 step process:
1) Introduction and preparatory work, including familiarizing with key concepts and tools in advance.
2) A 'kick-off' event called a Design Challenge to help participants envision their course, gather knowledge, assemble an early design, and provide peer feedback.
3) Agreeing on next steps like timelines and evaluation methods.
4) Launching the course design and evaluating its effectiveness with support available throughout the process from tools, resources and peer support options.
This document outlines activities for a learning design workshop using the 7Cs framework. The workshop aims to help participants design courses for online and mobile environments. It will guide them through conceptualizing, capturing, communicating, collaborating, combining, and consolidating the course design. Participants will work through exercises to map their course to the 7Cs, conduct a resource audit, develop a course map, storyboard, and evaluation rubric. The document provides details on the purpose and instructions for each activity.
This document summarizes three common instructional design models: the ADDIE model, the ARCS model, and the spiral model. The ADDIE model provides a step-by-step process of analysis, design, development, implementation, and evaluation. The ARCS model focuses on gaining and sustaining learner motivation through gaining attention, demonstrating relevance, building confidence, and providing satisfaction. Finally, the spiral model combines prototyping and the ADDIE process through the iterative steps of defining requirements, designing, demonstrating, developing, and delivering instruction.
The document discusses using a learning design approach to shift from implicit, belief-based teaching practices to more explicit, evidence-based design informed by validated tools and methods. It describes learning design as both a process of planning learning activities and a product - the representation or structure produced. Key aspects include design as a conscious, creative, communicative, and social process. Challenges of this approach include balancing precision with the natural fuzziness of practice, and balancing personal designs with those meant for sharing.
User-centered design (UCD) is a design philosophy that focuses on the needs of users throughout the design process. The document discusses the key steps in UCD, which include defining the project and users, creating concepts, designing visual solutions, development, and deployment. It emphasizes early and continuous user research methods like interviews and usability testing to help ensure designs meet user needs.
This document provides guidance for Week 5 of an e-learning evaluation course. It outlines the week's learning outcomes, which are to evaluate universal design for learning and apply course concepts to evaluating an e-learning project. Resources on universal design for learning principles and applying them to lesson development are provided. The document includes reflection questions for students' course journals and lists principles of instructional design to consider when evaluating e-learning projects.
Design Courses & Studios Guidelines - Yasser MahgoubGalala University
This document provides guidelines for design courses and studios at a Department of Architecture. It discusses studio courses, tutoring, project size and complexity, progression of themes, theoretical and practical course contents, communication skills, grading systems, juries, documentation, and other policies. The goal is to establish a common framework to efficiently conduct design studios and incorporate knowledge from other courses through project-based learning.
The one-day Brunel Blended Design Workshop agenda focused on helping teams design blended learning courses. The agenda included activities to map out course components, evaluate designs using different tools, explore themes in breakout groups, and visualizing detailed course representations in Compendium software. The goal was for multidisciplinary teams to collaborate on designing their module outlines incorporating sequencing, learning outcomes, activities, technologies, and assessments. Expert facilitators were available throughout to provide support and resources for emerging course designs.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
Distributed CCeD is a process potentially useful for the development of projects for large numbers of students who are widely spread geographically.
ConCurrent eDesign is an approach to planning from the engineering world which has been transferred to the task of developing student projects. The idea originated when NASA needed to save money and shorten planning time. It has now been adapted to the planning of digital pedagogical projects.
In my session I will present a broad outline of the process which basically revolves around 'if you are not in the room then you are not part of the process'. This means that all relevant decision-makers and stakeholders should be part of the process so that it can move on quickly. When challenges are identified, the relevant person can be consulted, the challenge resolved and so the process can move on.
This process has been tried and tested by the Technical University College of Trondheim with companies such as the major telecoms company Telenor and the the Statoil petroleum company. In these cases the facilitators from the university worked in the same room with the key people in the target organisation.
The UnderstandIT project, supported financially by the European Union under their Leonardo program, is now testing out a distributed version of CCeD. This means that the development process is carried out online instead of physically in the same room. In UnderstandIT we are looking at what is needed to transfer this proven approach online.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template. This has beneficial implications for groups wishing to develop digital projects across large distances where it is simply not practical to meet physically for the four or five intensive meeting sessions needed for the CCeD process.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document provides a sample intervention for introducing a Learning Design methodology to trainee teachers. It outlines a 4 step process:
1) Introduction and preparatory work, including familiarizing with key concepts and tools in advance.
2) A 'kick-off' event called a Design Challenge to help participants envision their course, gather knowledge, assemble an early design, and provide peer feedback.
3) Agreeing on next steps like timelines and evaluation methods.
4) Launching the course design and evaluating its effectiveness with support available throughout the process from tools, resources and peer support options.
This document outlines activities for a learning design workshop using the 7Cs framework. The workshop aims to help participants design courses for online and mobile environments. It will guide them through conceptualizing, capturing, communicating, collaborating, combining, and consolidating the course design. Participants will work through exercises to map their course to the 7Cs, conduct a resource audit, develop a course map, storyboard, and evaluation rubric. The document provides details on the purpose and instructions for each activity.
This document summarizes three common instructional design models: the ADDIE model, the ARCS model, and the spiral model. The ADDIE model provides a step-by-step process of analysis, design, development, implementation, and evaluation. The ARCS model focuses on gaining and sustaining learner motivation through gaining attention, demonstrating relevance, building confidence, and providing satisfaction. Finally, the spiral model combines prototyping and the ADDIE process through the iterative steps of defining requirements, designing, demonstrating, developing, and delivering instruction.
The document discusses using a learning design approach to shift from implicit, belief-based teaching practices to more explicit, evidence-based design informed by validated tools and methods. It describes learning design as both a process of planning learning activities and a product - the representation or structure produced. Key aspects include design as a conscious, creative, communicative, and social process. Challenges of this approach include balancing precision with the natural fuzziness of practice, and balancing personal designs with those meant for sharing.
User-centered design (UCD) is a design philosophy that focuses on the needs of users throughout the design process. The document discusses the key steps in UCD, which include defining the project and users, creating concepts, designing visual solutions, development, and deployment. It emphasizes early and continuous user research methods like interviews and usability testing to help ensure designs meet user needs.
This document provides guidance for Week 5 of an e-learning evaluation course. It outlines the week's learning outcomes, which are to evaluate universal design for learning and apply course concepts to evaluating an e-learning project. Resources on universal design for learning principles and applying them to lesson development are provided. The document includes reflection questions for students' course journals and lists principles of instructional design to consider when evaluating e-learning projects.
Design Courses & Studios Guidelines - Yasser MahgoubGalala University
This document provides guidelines for design courses and studios at a Department of Architecture. It discusses studio courses, tutoring, project size and complexity, progression of themes, theoretical and practical course contents, communication skills, grading systems, juries, documentation, and other policies. The goal is to establish a common framework to efficiently conduct design studios and incorporate knowledge from other courses through project-based learning.
The one-day Brunel Blended Design Workshop agenda focused on helping teams design blended learning courses. The agenda included activities to map out course components, evaluate designs using different tools, explore themes in breakout groups, and visualizing detailed course representations in Compendium software. The goal was for multidisciplinary teams to collaborate on designing their module outlines incorporating sequencing, learning outcomes, activities, technologies, and assessments. Expert facilitators were available throughout to provide support and resources for emerging course designs.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
Distributed CCeD is a process potentially useful for the development of projects for large numbers of students who are widely spread geographically.
ConCurrent eDesign is an approach to planning from the engineering world which has been transferred to the task of developing student projects. The idea originated when NASA needed to save money and shorten planning time. It has now been adapted to the planning of digital pedagogical projects.
In my session I will present a broad outline of the process which basically revolves around 'if you are not in the room then you are not part of the process'. This means that all relevant decision-makers and stakeholders should be part of the process so that it can move on quickly. When challenges are identified, the relevant person can be consulted, the challenge resolved and so the process can move on.
This process has been tried and tested by the Technical University College of Trondheim with companies such as the major telecoms company Telenor and the the Statoil petroleum company. In these cases the facilitators from the university worked in the same room with the key people in the target organisation.
The UnderstandIT project, supported financially by the European Union under their Leonardo program, is now testing out a distributed version of CCeD. This means that the development process is carried out online instead of physically in the same room. In UnderstandIT we are looking at what is needed to transfer this proven approach online.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template. This has beneficial implications for groups wishing to develop digital projects across large distances where it is simply not practical to meet physically for the four or five intensive meeting sessions needed for the CCeD process.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
3. 00--Introduction--1-28 2/3/04 12:09 PM Page 3
Introduction
Stage 1
Introduction
Stage 2
The Understanding by Design Professional Development Workbook is designed primarily as
a resource for participants in Understanding by Design (UbD) workshops and under-
graduate and graduate-level courses. It is also intended to support educators develop-
ing curricula and assessments with a focus on developing and deepening students’
Stage 3
understanding of important ideas. The workbook builds on the ideas presented in its
companion publication, Understanding by Design, with an emphasis on the practical
issues of curriculum design.
To support learning and applying the ideas of Understanding by Design, the work-
book contains the following six categories of materials:
Peer review
1. Design Templates—practical organizers based on the three stages of backward
design for use in developing a unit or course. One-, two-, and six-page versions
of the UbD Template are provided.
2. Design Standards—criteria for reviewing curricular designs as a means of con-
tinuous improvement. The UbD Standards guide self-assessment and peer
reviews, whereby colleagues provide feedback and guidance on each other’s
Exercises
designs.
3. Exercises and Process Tools—thought-provoking workshop activities for
developing and deepening participants’ understanding of the key ideas of UbD.
A set of review and reflection tools is included.
4. Design Tools—a variety of practical worksheets and graphic organizers are
available to assist designers in each stage of backward design.
Process sheets
5. Examples—multiple examples from diverse subject areas and levels illustrate
the various elements of understanding-based designs.
6. Glossary—definitions of key terms.
We recommend that readers also access the Understanding by Design Exchange
Web site (http://ubdexchange.org). The site features electronic design templates based
on backward design, a searchable database of curriculum units and assessment tasks
Glossary
created in the UbD format, and an online review process based on the Design Standards.
3
4. 00--Introduction--1-28 2/3/04 12:09 PM Page 4
Introduction
U n d e r s t a n d i n g b y D e s i g n P r o f e s s i o n a l D e v e l o p m e n t Wo r k b o o k
Additional resources, such as hot links to other supportive Web sites, answers to
Frequently Asked Questions, and expert reviews are offered to members.
Product Versus Process
Stage 1
It is important for users of this workbook to distinguish between the goal of their design
work—producing a coherent design with clear alignment among the three stages—and
the process of achieving it. To use an analogy, think of curriculum design in terms of two
bookends. The first, a completed design in the UbD Template form; the second, a set of
design standards for reviewing (and improving) the design. Everything in between—
including the tools used, design sequence, and examples studied—is process. You’ll
notice that the design tools contain letter codes linked to the corresponding field on the
Stage 2
Design Template to help users see the process–product connection.
We were inclusive in selecting examples, exercises, and design tools for the UbD
Workbook because one size does not fit all. After all, curriculum design work is idiosyn-
cratic: the preferred starting points, the sequences, and the tools used will be as varied
as there are individual users in unique settings.
We have found that different people resonate with various approaches and tools,
Stage 3
depending on the content and their own preferred style. For example, in Stage 1 there
are six different design tools for prioritizing the curriculum and identifying the “big
ideas” worth understanding. Although each tool has proven useful to some people some
of the time, rarely would a single designer use them all.
Thus, users are encouraged to be selective and choose only those approaches and
tools that work for them. Resist the urge to work on every page or to fill in all of the
Peer review
blanks on a design sheet. In other words, always keep the end result in mind, and don’t
get lost in the details!
Sequence
Curriculum design is not only idiosyncratic, but iterative. Although there is a clear logic
embodied in the three stages of backward design, the process is not rigidly linear or
step-by-step. Therefore, users of the UbD Workbook should not feel compelled to work
Exercises
through the materials in a rigid sequence. Indeed, successful designers find themselves
constantly circling back to aspects of the design that need to be revised or rethought
entirely in light of reflection, feedback from others, and experience with learners.
Building a unit or course design is thus more like painting from a blank canvas than
painting by numbers, more like cooking from available ingredients than following
cookbook recipes. As educational designers, we are like architects developing a blue-
Process sheets
print. The architect cannot (in one fell swoop) listen to the client, review the building
codes, research materials and labor costs, and develop a blueprint by following a step-
by-step recipe. The blueprint emerges through a process of trying out ideas, getting
feedback, matching the proposed ideas to the reality of the available space and client
wishes. Each design idea affects other design ideas—and leads to a new, perhaps unex-
pected reaction by the client, who requires more changes.
On the other hand, there are some crucial givens in architecture: building codes,
Glossary
budget, and the number of rooms. The challenge in design is to keep playing with the
4
5. 00--Introduction--1-28 2/3/04 12:09 PM Page 5
Introduction
I n t r o d u c t i o n
imaginative possibilities while ensuring that all the givens are honored. So, too, in cur-
ricular design. The designer can imagine all sorts of wonderful possibilities, but a new
idea about learning activities may require a rethinking of the proposed assessment plan.
Givens exist here, as well, including state content standards, realistic time and resource
Stage 1
constraints, student achievement levels, and interest—all of which must be balanced
with our imagination.
Thus, this workbook cannot and does not provide a step-by-step procedure for
constructing a unit or course, any more than there is a foolproof procedure for devel-
oping architectural blueprints. What we have done is to organize the book according to
the three stages of backward design, while allowing designers to begin in different places
and follow varied pathways to achieve the same end—a complete design that meets
Stage 2
standards.
We do not intend for participants in professional development workshops and univer-
sity courses to march through the workbook page by page. Instead, think of this publi-
cation as a toolbox, and choose the tools for the job in a sequence that works for you.
We hope and trust that the Exercises, Examples, Templates, Design Tools, and Stan-
Stage 3
dards will lead to improved curriculum designs—units and courses focused explicitly
on important questions and big ideas worthy of understanding, more convincing evi-
dence of understanding by students, and more engaging instruction and learning for
students and teachers alike. Ultimately, observable and measurable improvements in
learning and performance will result.
Peer review
Exercises
Process sheets
Glossary
5