Chapter 6: Instructional Design Guidance
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Embedded Files
Learning Outcome
Learning Outcome
Create a detailed course plan using the Instructional Design Planner, incorporating engaging learning activities and effective communication strategies to foster student success in a blended learning environment.
Overview
Overview
Welcome to Chapter 6 where we will explore how instructional design principles and practices can assist with designing blended learning courses. The first section will explore how to plan a blended course with backward design, ADDIE, or flipped learning. Practical issues, like how to write weekly announcements and record screencast videos are also covered in this chapter.
As we get started, consider how you plan for a new class. How do you start? Some teachers might look at the textbook and start where the textbook begins. Others might talk to teachers who taught the course the year before and see what students need to learn. There are many ways to begin. In 1998, Grant Wiggins and Jay McTighe introduced the idea of backward design in their book Understanding by Design. This recommends focusing on the desired skills and knowledge rather than the curriculum or textbook or what has always been taught. In this chapter, you will explore Backward Design as well as some lessons from the field of instructional design.
Before Class
Before Class
Watch the ADDIE and Flipped Learning Video and the Backward Design Video.
Read and complete the Backward Design Template and read the Instructional Design Toolkit.
Take formative comprehension quiz.
Respond to the discussion on your instructional design approach.
During Class
During Class
Discuss varied approaches to instructional design, including Backward Design, ADDIE, and Flipped Learning.
Share a completed Backward Design Template with small groups.
Complete part of the Instructional Design Planner.
Create or update a learning activity to share in Padlet using resources from the Instructional Design Toolkit. Provide feedback on others' learning activities.
After Class
After Class
Finalize the Instructional Design Planner and create learning activities for the course.
Review content and resources from this chapter that you still find difficult and/or want to explore further.
Watch - ADDIE and Flipped Learning Video
Watch - ADDIE and Flipped Learning Video
Video Files
Video Files
Download Video (MP4, 21.6MB)
Download Transcript (DOCX, 475KB)
Download Subtitle (SRT, 6KB)
Video Summary
Video Summary
Overview of Instructional Design Models: Focus on the ADDIE Model and the Flipped Classroom Model, each emphasizing the alignment of learning objectives, activities, and assessments to create engaging, interactive learning experiences.
Integration and Application: These models facilitate the integration of online and face-to-face learning components, promoting student engagement, retention, and success in blended or hybrid learning environments.
Practical Implementation: The chapter includes organizing course content, enhancing student engagement with visuals and announcements, and providing support resources, culminating in the completion of an instructional design planner and initial course content development using the Instructional Design Toolkit.
Watch - Backward Design
Watch - Backward Design
Backward design is an instructional design approach that starts with the end goal in mind, as opposed to traditional approaches that focus on content coverage or classroom activities. Wiggins and McTighe (1998), in their book "Understanding by Design," identified two common problems with traditional approaches: coverage-focused teaching and activity-driven teaching. To address these issues, they propose the Backward Design framework with three steps.
While watching the video, you will be asked to write down information on the Backward Design Template (DOCX, 8KB). Two completed examples are included as well.
Video Files
Video Files
Download Video (MP4, 27.4MB)
Download Transcript (DOCX, 7 KB)
Download caption (SRT, 3 KB)
Video Summary
Video Summary
1. Identify Outcomes: Backward design begins with identifying the desired outcomes, focusing on what students should learn or be able to do. Once these outcomes are clear, assessments are planned to measure if students have achieved the desired goals. The next step involves designing activities and lessons aimed at helping students learn and reach these objectives. This process requires flexibility and adjustment of plans as needed to ensure the best possible learning outcomes.
2. Set Goals: Backward design starts with having a clear, ultimate goal for student learning in the class. This involves setting SMART goals, which are Specific, Measurable, Attainable, Relevant, and Time-bound. It's crucial to ensure that these goals and the assessments used to measure them are well-aligned, so that students' progress toward the learning objectives can be accurately gauged and supported.
3. Plan Assessments: In backward design, it is essential to determine what evidence will show that students have met the goals. Good assessments are key to this process, as they measure the goals and provide guidance for teaching content and methods. By aligning assessments with learning objectives, educators can ensure that their teaching effectively supports student achievement.
Read
Read
Backward Design Template (DOCX, 8KB). You may see two completed templates that serve as an example.
Instructional Design Planner (DOCX, 8KB)
Instructional Design Toolkit - A comprehensive resource designed to help educators create engaging and effective blended learning experiences. This toolkit provides practical tips and strategies for organizing course content, fostering student engagement, and creating a strong sense of community in your blended courses. Explore the toolkit's sections on Instructional Design Principles and Practices, Creating Social Presence, Crafting Weekly Announcements, Designing Visually Engaging Content, and Creating Screen Capture Videos to elevate your course design and delivery.
Do
Do
After considering the approaches and having developed your outcomes and assessments, let's move to the "activities" portion of Backward Design or the "Development" phase of ADDIE. In this phase, complete the Backward Design Template and one or two sections of the Instructional Design Planner for a course you would like to revise or create.
Develop
Develop
Use one of the tools to develop a resource that you can use in your class.
Assess (5 min)
Assess (5 min)
The following self-grading quiz is intended as a formative assessment.
Resources
Resources
Practical Resources
Understanding by Design (Vanderbilt University)
Professional Online Lectures (Lumen)
Create weekly announcements (University of Central Florida)
Create weekly introduction videos (University of Central Florida)
Course Design Checklist (Penn State)
Blended Learning Design (Lumen)
Creating Instructional Videos (Edutopia)
Flipped Learning (Harvard)
Flipped Learning (UT Austen)
Research-Based Resources
Allen, W. C. (2006). Overview and evolution of the ADDIE training system. Advances in Developing Human Resources, 8(4), 430-441. https://doi.org/10.1177/1523422306292942
Ertmer, P. A., Glazewski, K. D., Koehler, A. A., & Stefaniak, J. E. (2024). The ID casebook: Case studies in instructional design (Sixth edition). Routledge. https://doi.org/10.4324/9781003354468
Kozimor-King, M., & Chin, J. C. (2018). Learning from each other: Refining the practice of teaching in higher education. University of California Press. https://www.degruyter.com/doi/book/10.1525/9780520969032
Li, M., Han, X., & Cheng, J. (Eds). (2024). Handbook of educational reform through blended learning. Springer.
Talbert, R., & Bergmann, J. (2023). Flipped learning: A guide for higher education faculty. Routledge, Taylor & Francis Group. https://doi.org/10.4324/9781003444848
Wiggins, G., & McTighe, J. (1998). Understanding by design. ASCD.
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