EDT-8120: Instructional design digital learning

Understanding by design (UBD) Workshop

welcome to the Ubd workshop

Welcome to the Understanding by Design (UbD) Workshop. This workshop is design for anyone in a training role that wants to create a learning experience with deep understanding of the material for their audience. The instructor will learn ways to develop learning experiences that engage the student and provide evidence of deep understanding. The student will develop a deep understanding of how the Understanding by Design Template is used to create a effective learning plan.

smart learning objectives

After completing this workshop, you should be able to...

Define the meaning of Understanding of Design.
Identify the components of Stage #1 of the Understanding by Design template.
Describe the Six Facets of Understanding.

about the instructor

Hello! I am Judy, your online workshop instructor. For the past nine years, I have been working in the workforce development field. I work with job seekers and employers to design training plans to meet the needs of the local workforce. I have a degree in Economics from Wright State University and working towards a graduate certificate in Instructional Design for Digital Learning 1. I hope you enjoy the workshop.

course materials and course schedule

To successfully complete this workshop, you will read and view the videos in the following sections and complete a summative assessment with a score of 70% or higher:

Understanding by Design Overview With YouTube Video
UbD Stage #1 Overview With Screenshot Video
UbD Stage #2 Overview With Screenshot Video
UbD Stage #3 Overview With Screenshot Video

To successfully complete the workshop, you will need the following course materials:

Required textbook:

The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum Development, Copyright 2011
Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum Development, Copyright 2011

Required equipment:

A computer with access to the internet.

Word Document Download:

Understanding by Design Template

understanding by design overview with youtube video

Understanding by Design is owned and registered by ASCD an organization that provides solutions in professional development and educational leadership. Grant Wiggins and Jay McTighe are co-authors of Understanding by Design (UbD). The authors describe UbD as a process or design, and the instructor does not need to follow any single pedagogical system or approach (Wiggins & McTighe, 2011).

Wiggins and McTighe (2011) describe UbD as a framework used by instructors, trainers, and designers to create educational courses that develop a deep understanding of the material in the learner. UbD develops the plan using a backward design in three stages. Stage #1 identifies the desired results by establishing learning outcomes. It requires the designer to identify the big idea and essential questions of the course (Wiggins & McTighe, 2011). In Stage #2, performance assessments are used to develope and determine the acceptable evidence (Wiggins & McTighe, 2011). Moreover, Stage #3 involves planning the learning experiences and activities (Wiggins & McTighe, 2011). All three stages should be in alignment and support deep understanding.

Ubd stage #1 overview with screenshot video

UbD Stage #1 Overview

In Stage #1 of the Understanding by Design (UbD) process, the learning designer uses a backward design and identifies the desired results of the training. Wiggins and McTighe (2011) explain the importance of using competencies from professional organizations to design learning goals. These competencies can be what the employer is seeking from a job candidate, however, they are different than job tasks which include knowledge, skills, and abilities. Competencies can be found on professional organizations' websites and used to develop training for specific tasks needed for a job. Competencies can be used to develop a current staff that is ready to be promoted. When developing Stage #1, the learning designer will consider how individuals will transfer their learning from the learning experiences to the job or other environments. Transfer goals align with the specified competencies/standards. These competencies can be used for several goals. In Stage #1, the learning designer will create "Essential

Questions" and "Understandings". Using the "Big Idea" of the training, the learning designer will provide questions that will answer the big idea and provide information on how the students will get to a deep understanding of the material. According to Wiggins and McTighe (2011), essential questions are always written in the form of a question and should be open-ended, provoke deep thought, lively discussion, sustained inquiry and may cause controversy. Understanding is what students need to know to answer the essential questions (Wiggins & McTighe, 2011). The essential questions and understandings should align with the competencies/standards. In Stage #1, the learning designer will identify knowledge and skills that will answer the essential questions with conceptional understanding. Knowledge and skills will align with the established competency.

UbD Stage #1 Template Screenshot Video

Understanding by Design Stage #1 Template Overview

Ubd stage #2 overview with screenshot video

UbD Stage #2 Overview

In Stage #2 of the Understanding by Design (UbD), the learning designer develops assessments that evaluate the students' performance of the learning objectives from Stage #1. The student is assessed based on their deep understanding of the training material. In this stage, the evidence should align with the desired results developed in Stage #1. Wiggins and McTighe (2011) developed six facets of understanding as a framework to help learning designers create appropriate assessment tasks that will demonstrate a student's deep understanding of the material. These six facets of understand show that a student has a deep understanding and thus can explain the information in their own words; interpret and translate the information; apply and transfer the knowledge to real problems; can see many different perspectives, find empathy in others opinions, and see their own limits by self-understanding. In this Stage, the learning

designer will look at other evidence from the student learning that can be evaluated through tests and quizzes. The final step in developing Stage #2 is the grading rubric. There are two types of rubrics: analytical and holistic. Holistic rubrics grade the overall process; whereas, the analytical rubric is used to evaluate the student based on criteria using levels and descriptions of each level. The grading rubric is based on the desired results developed in Stage #1. The grading rubric is used by both the instructor and the students. Wiggins and McTighe (2011) discuss some advantages to using a rubric which include: the instructors identify the key criteria and give robust feedback to the student; the students can use the rubric to self-assess before turning in the assignment and reflect on the results from the feedback, and the rubric allows for a fair way to grade the students which eliminates bias. Rubrics are time consume and should only be used for evaluating the most important performance tasks.

UbD Stage #2 Template Screenshot Video

Understanding by Design Stage #2 Template Overview

Ubd stage #3 overview with screenshot video

UbD Stage #3 Overview

In Stage #3 of the Understanding by Design (UbD) process, the learning designer plans the learning activities and/or learning experiences from the students' perspective. The planned learning experiences and activities should align with the goals figured out in Stage #1 and Stage #2 of the UbD Template. Wiggins and McTighe (2011) developed the acronym WHERETO to help guide the designer in developing an effective learning plan. The (W) lets the students know where the training is going and what type of performance is required of them (Wiggins & McTighe, 2011). The (H) allows the learning designer to create learning experiences that engage the student around the big idea of the training and keeps them hooked on learning the material (Wiggins & McTighe, 2011). The first (E) allows the learning designer to equip the students with resources and experiences to meet the performance goals while providing opportunities for the student to explore the big idea and essential questions (Wiggins & McTighe, 2011). The (R) allows the designer to provide opportunities for the students to rethink, rehearse, and revise their understanding of the material based on formative feedback (Wiggins & McTighe, 2011). The second (E) allows designer to plan learning that offers the opportunity for students to self-assess, reflect, and set goals that will help them in the future (Wiggins & McTighe, 2011). The designers need to consider (T) tailoring the learning plan so that it meets the needs of the students' diversity in learning styles, interests, and their needs (Wiggins & McTighe, 2011). Finally, the (O) helps the designer to organize the learning plan to maximize student engagement using their technology skills, analyzing and interpreting student data, and developing "Habits of Mind" (Wiggins & McTighe, 2011).

UbD Stage #3 Template Screenshot Video

Understanding by Design Stage #3 Template Overview

SUMMATIVE ASSESSMENT

REFERENCES

Wiggins, G., McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Wiggins, G., McTighe, J. (2011). Understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, Virginia: Association for Supervision and Curriculum Development.

AVENUESdotORG. (2013, Feb 28). Grant Wiggins-Understanding by design (1 of 2) [Video File]. Retrieved from https://youtu.be/4isSHf3SBuQ

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