The Understanding by Design (UBD) model was developed by Grant Wiggins and Jay McTighe; it is known for placing an "emphasis on achieving deep understanding and meaningful learning outcomes" (UMGC, 2024a). The model reverses the steps of the models we have previously explored, instead beginning by identifying what the learner should finish the course or training having learned.
This is the first stage of UbD. Like analysis for both ADDIE and Dick and Carey, this is the foundational step. During this step, the designer is looking to clearly define the objectives of the instruction, prior to developing any learning materials or assessments (UMGC, 2024b). The designer will look to establish what learner will take away from the course and should retain.
This is the stage where instructors will identify how they are going to assess whether the students have achieved the learning objective from step one. This can include both "assessments and performance tasks" (UMGC, 2024c)
This is the stage where instructors design the "activities and experiences" for the course to have students complete the learning objective (UMGC, 2024d). This stage is important for the course since it helps to create a cohesive lesson that aligns with the objectives.
With the importance of the end learning objectives, UbD looks to have the learner retain the information or skill long term, rather than only keeping it to complete the course. The essential questions and enduring understandings that start the first stage help to achieve alignment in the assessment and materials used to achieve the learning over the course. UbD asks the designer to think broadly with their goals and to focus on real world contexts to allow for the skill/knowledge to be transferable (UMGC, 2024a). UbD is another model for designers to utilize when creating instructional materials, and allows for further flexibility in design, not each model may be perfect for every situation so knowing more and being competent in multiple allows for the designer to make the best material.
Understanding by Design places a heavy emphasis on the learning outcomes, which is something that would greatly assist my minicourse. Since I am looking to work with students to develop their ability to participate in student government and having them build an understanding of leadership and advocacy, I have the bones of forming my outcomes. Thinking backwards allows for me to take this and build the course around the end I am already planning. The backward thinking additionally does help with alignment, which is important in creating a successful learning environment.
As a newer instructional designer, this is another model that has a limited number of steps that does not provide a massive amount of detail for strategies or steps. It gives a goal for the stages and some example, but this isn't holding your hand through design, it is relying on you to be able to find these resources or know them already. Since this is focused on deep understanding and long term learning, it can be difficult to actually measure whether this has occurred or not, so assessment is harder.
References:
UMGC. (2024a). Overview of understanding by design (UbD).
UMGC. (2024b). UbD stage 1: Identify desired results (outcomes).
UMGC. (2024c). UbD stage 2: Determine acceptable evidence (assessment).
UMGC. (2024d). UbD stage 3: plan learning experiences (activities).