The ABCs of Instructional Design
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The ABCs of Instructional Design

A systematic step by step approach to instructional design.
4.0 (146 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
9,091 students enrolled
Created by Debra Scott
Last updated 7/2016
English
Price: Free
Includes:
  • 3 hours on-demand video
  • 3 Articles
  • 4 Supplemental Resources
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
What Will I Learn?
  • By the end of the course you will apply learning theories to design course content, instructional strategies, and assessment tasks.
  • In this course, you will learn how to design an inviting and easy to navigate online environment using designer tools in your current learning management system.
  • Students will be challenged to take the time to experience the online learning environment from both student and teacher perspective, participating in and facilitating discussion and collaboration throughout the learning experiences.
View Curriculum
Requirements
  • Prerequisite Knowledge:
  • Familiarity with principles of pedagogy/andragogy
  • Familiarity with basic learning models and instructional design models
Description

This workshop is designed to simplify course or  unit design by modeling a systematic approach to instructional design. Unit and  course design is by nature complex, but in this workshop we will apply 2  instructional design models to help us break down the design process into more  manageable units: the ADDIE Model and the Understanding By Design (UBD) Model. Case studies, assessment tasks, instructional websites, videos, and supplemental readings have been carefully selected to model the practical application of the design models.

If you are a secondary or higher education teacher, teaching fully online or looking for a way to supplement your face-to-face instruction with online instruction, you will find one or more sections of this course valuable as you plan, create, and implement an online learning environment. The course is self-paced and designed with the expectation that students will review the content according to their specific requirements. Discussion is a critical component of the instruction and we encourage interaction between students and with the facilitator(s) in the course discussion forum.

Who is the target audience?
  • Higher Education instructors, Secondary Education Teachers
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Curriculum For This Course
31 Lectures
03:17:22
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Introduction
5 Lectures 16:33

Primary Course Objective: Simplify instructional Design by modeling a systematic approach based on the ADDIE Model and the Understanding by Design or UBD Model.

Target Audience: Secondary and Higher Education Teachers

Primary Instructional Strategy: The course encourages Active Learning requiring participants to actively engage in the use of a Learning Management System (LMS) (i.e.Moodle, Desire2Learn, and Blackboard) and the course discussion board.

Course Expectations: As a result of successfully completing the course, students are expected to post 3 essential elements of a virtual learning environment:

  1. A Unit Overview Webpage
  2. 1 or more Discussion Forums
  3. 1 or more assignments or assessment tasks
Welcome to the ABCs of Instructional Design!
04:31

This text lecture outlines the rationale behind the structure of the ABCs of Instructional Design Course. It applies the use of key course concepts such as:

Listing topical &overarching questions that course participants should be able to answer after completing the course exercises.

Listing skills that course participants will develop

Identifying related National, State, or Institutional Standards

Course Goals & Objectives
03:17

Initial Requirements:

  1. Thoroughly review the Course Syllabus attached below.
  2. Complete the Pre-Course Survey
  3. Please take a moment to post a little bit about yourself and your motivation for taking the course in the discussion area.
  4. Gather course materials (i.e. syllabi, course handouts, videos, images) to be readily accessible in electronic file format.
Pre-Course Requirements
01:34

An Open Online Course (OOC) is a unique learning platform in which traditional course feedback such as grades is often inappropriate. In an effort to provide some form of performance feedback, Open Badges have been incorporated into the course to recognize participants that have achieved various course milestones.

Other OOCs are welcome to issue the badges to participants demonstrating the specified characteristics and completing similar course criteria.

Mozilla's Open Badge Project:

Mozilla is encouraging collaboration worldwide to ultimately develop a universal badge system that makes it possible to recognize skills, literacies, and interests across the web. 

Performance Badges
01:57

Lecture - A brief explanation of how the ADDIE & UBD Instructional Design Models complement each other.

The ABCs of Instructional Design course models the practical application of both models throughout the instructional design process.

Skill Building - Utilizing Learning Management Systems (LMS):

  • Participants are encouraged to experience the learning management system (LMS) from both student and teacher perspective.
  • The workshop is designed to be hands on, requiring participants to navigate in an LMS throughout the training

Discussion - Please share your questions and comments in the discussion forum.

Why 2 Models?
05:14
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Stage I - Analysis
4 Lectures 05:13

Unit Overview and Expectations:

Analysis of the Learner, the Environment, and the Course Content

Required Reading - Sample Learner Analysis

Discussion - Post your response to the discussion question: What is Digital Literacy?

Required Reading - Select the UBD external resource link below to review a summary of Howard Gardner's Theory of Multiple Intelligences.

Discussion - Post your response to the discussion topic "Getting to Know your Learner."

Performance Task(s) - Begin Analysis for your instructional unit; for more details refer to the assessment task attached as downloadable material:

Specify your unit content

Identify Standards

List Essential Questions

List Skills to be Developed

Key Unit Concepts:

Digital Literacy

The Theory of Multiple Intelligences

The ARCS Model

Section Overview: Stage 1 - Analysis
03:26

The sample Learner Analysis was completed prior to beginning the design of 2 middle school science units. Future lessons will reveal the development process taken to completely design the unit. Please review this case study carefully and use it as a guide as you prepare to create an online learning environment.

The purpose of a learner analysis is to discover or uncover the unique requirements/interests/aptitudes of individual student in order to maximize their learning experience. Recognizing the unique attributes of the student is essential to developing instructional strategies.

Practical teaching experience tends to reinforce the idea that students think and learn in many different ways. According to Howard Gardner’s Theory of Multiple Intelligences, seven kinds of intelligence allows seven unique ways to teach a single concept:

Linguistic

Logical-mathematical

Musical

Bodily-kinesthetic

Spatial

Interpersonal

Intrapersonal

After carefully reviewing the example, begin to complete a similar analysis for your student population in preparation for completing your instructional unit. Completing a learner analysis is the first task included in the Instructional Design Assessment Task attached.

Required Reading: Sample Learner Analysis
5 pages

The Understanding by Design Model is referred to as a "Backwards" design model because you must be very clear about what you expect your students to understand and what skills they will develop as a result of your instruction. No instructional materials are to be designed until you have painted a clear picture of how your students should be able to apply what they understand and demonstrate new or improved skills in a real world setting.

Key Unit Concepts:

Overarching Essential Questions

Topical Essential Questions

UBD Stage 1 Overview
01:47

In this lecture, we continue to examine the development of the middle school science unit previously introduced. The example illustrates how completing the following tasks help to clarify your desired results:

1. Identify national, local, or institutional standards related to the unit or course content

2. Identify overarching essential questions students should be able to critically analyze as a result of successfully completing the course.

3. Identify topical essential questions students should be able to answer as a result of successfully completing the course.

4. Identify skills that students should develop as a result of successfully completing the course.

Review the summary of the Understanding by Design (UBD) Model. The document was accessed from www.ascd.org provided by the ASCD (Association for Supervision and Curriculum Development.

Unit Expectations:

Begin to analyze your learners; clarify the key concepts within your unit. Next, identify how these 2 things relate. In other words what is the value and relevance of the content to your learners. Be mindful that the course content will not hold the same value and relevance for all of your learners.

Performance Task(s): Continue to review the instructional design assessment task attached below. Please read the complete document including the rubric in order to be fully aware of the standards and expectations for the tasks.

Required Reading: UBD Stage 1 - Case Study
4 pages
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Stage II - Design
7 Lectures 11:49

Unit Overview and Expectations:

Discussion - Select the Google Groups link posted below to respond to the discussion regarding what role teachers should play in creating digitally literate students?

Complete the Required Reading describing methods advocated by the Understanding by Design model for determining what qualifies as acceptable evidence that students are learning.

Lectures - View the lecture videos on the following guidelines for developing effective lessons:

6 Facets of Understanding

GRASPS

WHERETO

Review the UBD informational website for insight on the role motivational strategies and foundational learning theories can play in designing effective lessons.

Performance Task(s) - Apply the unit concepts discussed as you continue the instructional design assessment attached.

Section Overview: Stage 2 - Design
03:24

This lecture provides a brief summary of the basic learning theories that provide the reasoning for why teachers choose to implement various instructional strategies. Implementing strategies with basic learning theory in mind helps us to focus on exactly how we think our lesson plans will help students attach new concepts to what they already know.

Review these theories in more detail on the Understanding by Design instructional website.

Basic Learning Theory
00:42

The UBD Instructional Design Model is referred to as a Backwards Design Model because it advocates clearly determining what qualifies as evidence of student understanding before designing lessons.

This lecture reviews six facets of Understanding:

Explanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge

Unit Key Concept(s):

Backwards Design

Facets of Understanding

Six Facets of Understanding
01:44

The GRASPS acronym provides a helpful checklist for evaluating assessment tasks based on the following key elements:

Goal

Role

Audience

Situation

Products/Performances

Standards

Required Reading - Review the downloadable resource on using the GRASPS method for creating assessment tasks. (Adapted from Wiggins, Grant and Jay McTighe, Understanding by Design Professional Development Workbook).

Discussion - Post your response to the discussion topic "Strengthening Digital Literacy Skills."

GRASPS
01:31

Continue to explore the development of the middle school science unit previously introduced.

In the Analysis Section, we took a look at the process of completing a Learner Analysis for the unit; in the UBD Stage 1 Case Study, the instructional designer determined the desired results; and in this lecture we will see how all that information previously obtained is used to develop assessments that will provide "acceptable evidence" that students have acquired the knowledge and skills specified.

Assessments should be designed to clearly answer the question: How can students display concrete quantifiable evidence that they have acquired the understandings and skills clearly defined in Stage 1?

Periodic assessment throughout a unit is encouraged in order to identify any misconceptions and misunderstanding as the unit progresses.

Required Reading: UBD Stage 2 - Case Study
12 pages

The WHERETO acronym can be used as a guide for constructing quality lessons consisting of the following key elements:

Who, What, When, Where, and Why

Hook

Experience

Rethink

Evaluate

Tailor

Organize

Try using the WHERETO guidelines as you plan the details of the learning experiences.

WHERETO
04:28

Continue to examine the development of the middle school science unit previously introduced. At this point in the design process, designers should begin to create detailed lesson plans including activities. Instructional strategies should be clearly outlined.

Note the references to both GRASPS and WHERETO throughout the unit design.

Keep in mind that learning experiences should be designed to strengthen performance skills, reinforce knowledge, and develop understanding as clearly defined in the analysis stage.

Required Reading: UBD Stage 3 - Case Study
5 pages
+
Stage III - Development
11 Lectures 02:02:07

Unit Overview and Expectations:

View at least one skill builder video on each of the following topics:

  • Designing a unit overview section or web page
  • Setting up a discussion forum
  • Posting and managing assignments

Performance Task(s) - Begin developing the instructional materials required for your unit

In a LMS, post at least:

  1. 1 unit overview web page
  2. 1 discussion forum
  3. 1 assignment or assessment task.

Discussion - Post your response to the discussion topic "Creating Engaging Discussion."

Section Overview: Stage 3 - Development
05:31

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Use the designer tools in the learning management system (LMS) to post and respond to discussion questions. The Instructional Design Assessment Task defines the goals and objectives of the task and also includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks are expected to be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Discussion - Please review some of the discussion posts regarding virtual discussion in the ABC Instructional Designers discussion forum.

Skill Builder Video - Adding a Discussion Forum (Blackboard)
11:27

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Use the designer tools in the learning management system (LMS) to post and respond to discussion questions. The Instructional Design Assessment Task defines the goals and objectives of the task and also includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks are expected to be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Discussion - Please review some of the discussion posts regarding virtual discussion in the ABC Instructional Designer's discussion forum.

Skill Builder Video - Adding a Discussion Forum (Moodle LMS)
15:44

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Use the designer tools in the learning management system (LMS) to post and respond to discussion questions. The Instructional Design Assessment Task defines the goals and objectives of the task and also includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks are expected to be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Discussion - Please review some of the discussion posts regarding virtual discussion in the ABC Instructional Designer's discussion group.

Skill Builder Video - Discussion Forums (D2L)
11:05

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in the learning management system (LMS) post an assignment. The Instructional Design Assessment Task defines the goals and objectives of the task and includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks are expected to be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Adding Assignments (Blackboard)
09:30

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in the learning management system (LMS) post an assignment. The Instructional Design Assessment Task defines the goals and objectives of the task and includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks will be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Adding Assignments (Moodle LMS)
11:48

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in a learning management system (LMS) post an assignment. The Instructional Design Assessment Task clearly defines the goals and objectives of the task and includes an assignment rubric to clarify performance standards.

*For this platform all performance tasks will be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Adding Assignments (Desire2Learn LMS)
07:54

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in the learning management system (LMS) create a unit/course overview page. The Instructional Design Assessment Task defines the goals and objectives of the task and includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks will be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Adding a Unit Overview Page (Moodle LMS)
13:54

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in the learning management system (LMS) create a unit/course overview page. The Instructional Design Performance Task defines the goals and objectives of the task and includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks will be self-evaluated, however you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Creating a Unit Overview/HTML Page (D2L)
06:36

Skill Builder - After viewing the skill builder video, practice the actions demonstrated. Even if your content is not complete, practice with the goal of gaining familiarity in the learning environment before it's time to deliver instruction.

Performance Task - Using the designer tools in the learning management system (LMS) create a unit/course overview page. The Instructional Design Performance Task defines the goals and objectives of the task and includes an assignment rubric to help clarify performance standards.

*For this platform all performance tasks will be self-evaluated, though you are encouraged to complete the course with one or more colleagues with access to your learning management system allowing them to also evaluate your performance.

Skill Builder Video - Adding a Unit Overview (Blackboard)
15:19

CamStudio is a user friendly free screencast recording software that does not include a watermark of the software name on the recording screen. If you find the software to be useful, please consider making a donation to the open source organization.

In this lecture, I will provide a brief overview of 5 things you will need to know to make a screencast video using CamStudio:

    1.The Software Download & Installation Process

    2.Adjusting Video Options

    3.Adjusting Audio Options

    4.Adjusting Screen Resolution

    5.Converting the video file format to a format that can easily be uploaded to sites such as YouTube, TeacherTube, or Vimeo using Windows Movie Maker

Skill Builder Video - How to Record a Screencast Video
13:19
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Stage IV - Implementation
2 Lectures 06:22

Unit Overview and Expectations:

Consider the unique challenges of implementing instruction in a virtual learning environment.

Review the GRASPS guidelines for creating real life performance assessment tasks.

Discussion - Post your response to the discussion topic "Benefits of Online Instruction."

Performance Task(s) - Continue to complete the Instructional Design Assessment Task while fine tuning your instructional unit or course.

Section Overview: Stage 4 - Implementation
05:59

Performance Task - Identify the instructional strategies (i.e. lecture, lab, discussion, debate, cooperative group activity) that will be utilized to help convey your unit concepts. Summarize the learning model theory or theories that support your selections.

Review the following Motivational Strategies.

Review the following Foundational Learning Theories.

Review the downloadable resource on using the GRASPS method for creating assessment tasks. (Adapted from Wiggins, Grant and Jay McTighe, Understanding By Design Professional Development Workbook.

Review the handout below on how to use the Six Facets of Understanding to create assessment tasks. (Source: Wiggins, G., & McTighe, J. (1998). Understanding by Design. p. 85-97. Alexandria, VA: Association for Supervision and Curriculum Development).

Examples of Web 2.0 Designer Tools 

Instructional Strategies
00:23
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Stage V - Evaluation
2 Lectures 10:10

Unit Overview and Expectations:

Effective evaluation demands clear specification of what is acceptable evidence that learning has taken place as a result of the unit instruction. To create effective instructional design, there must be evaluation of both the student performance and the overall instructional design.

Formative evaluation is generally conducted throughout an instructional unit. Student performance on assessment tasks, tests, and quizzes can indicate a source of misunderstanding triggering teachers to modify their instructional strategies.

Summative evaluation is generally conducted at the end of a course. Students are often required to complete a comprehensive test or culminating project.

Discussion - Post your response to the discussion topic "The Value of Virtual Discussion."

Performance Task(s) - Continue to work on the instructional design performance task as you attempt to objectively evaluate your instructional unit. Create assignment rubrics that clearly communicate performance standards.

Key Unit Concepts:

Formative Evaluation

Summative Evaluation

Section Overview: Stage 5 - Evaluation
06:39

The ABCs of Instructional Design course designers and facilitators greatly appreciate your attending the course and thank you for any feedback you can provide.

Please complete:

The Course Evaluation

The Software evaluation

Discussion - Post your response to the discussion topic "Time Investment."

In Conclusion
03:31
About the Instructor
Debra Scott
4.0 Average rating
145 Reviews
9,091 Students
1 Course
Curriculum Developer

As a Curriculum Developer, I collaborate on the development of presentations and technical training curriculum to support training delivery teams. I have over 10 years of executive level administrative support and project coordination experience which has given me insight on how to best support long range change management initiatives within organizations. My teaching experience includes 6 years in secondary education teaching middle school math & science, and 10 years of “just in time training” in the workplace. It’s this sort of day-to-day interaction with colleagues that inspired me to continue my education and obtain a Master of Education degree, majoring in instructional technology.