Week one

Universal Design for Learning has been an incredibly important topic and ideal for me since fall semester 2019, when I initially took a professional development course at Boston College. Since then I've worked hard to integrate it into my courses, by working with designers who have been conversant with best practices. What I've learned in that time, from those experiences, and during this week of the course follows. 

Accessibility and Universal Design for Learning (UDL) are interrelated concepts aiming to create inclusive learning environments catering to the diverse needs and abilities of all learners. Accessibility focuses on removing barriers that might hinder individuals with disabilities from accessing and using educational resources and materials. In complement, UDL takes a proactive approach to design learning experiences that are natively inclusive and adaptable to a wide range of learners.

Key points of UDL and Accessibility in Learning:

1. Diversity in Learning: Learners exhibit varying strengths, weaknesses, and preferences in how they engage with information, express knowledge, and demonstrate understanding.

2. Removing Barriers: Identifying and eliminating obstacles that hinder learning for any learner, including those with disabilities.

3. Flexible Learning Experiences: Providing multiple means of representation, action and expression, and engagement allowing learners to access, interact with, and demonstrate their knowledge in ways that suit their individual needs.

4. Proactive Design: UDL encourages the design of learning experiences from the outset with inclusivity in mind, rather than relying on retrospective accommodations or retrofitting existing materials.

5. High Expectations for All: Both accessibility and UDL promote the belief that all learners can achieve success, regardless of their differences, by providing the appropriate support and flexible learning opportunities.

One resource that was very helpful in my time at Boston College was UDOIT course audit (https://cdil.bc.edu/resources/tools/accessibility-checker/) though it is instutionally specific, other institutions have similar resources, and there are general documents available at this link to provide support. 

A second resource is in the person of a friend from graduate school who has become an accessibility evangelist (to use his term). Greg Weinstein (https://www.weinsteinux.com/accessibility)'s writing and advice on UDL have been invaulable in getting me to consider accessibility in my teaching.

Implications for Instructional (Learning) Design:

1. Learner-Centered Approach: Accessibility and UDL encourage a shift from a one-size-fits-all approach to a learner-centered approach that recognizes and accommodates individual differences.

2. Flexible and Adaptive Materials: Design learning materials that offer multiple representations of information, diverse options for action and expression, and a variety of engagement strategies to cater to different learning styles.

3. Technology Integration: Utilize technology tools and assistive technologies to enhance accessibility and provide personalized learning support.

4. Ongoing Assessment and Evaluation: Regularly assess the effectiveness of instructional strategies and materials in meeting the needs of all learners and make adjustments as needed.

5. Collaboration and Professional Development: Foster collaboration among educators, instructional designers, and specialists to share knowledge and best practices in implementing accessibility and UDL principles.

By embracing accessibility and UDL principles, educators can create inclusive learning environments that empower all learners.

Week two - ADDIE Model

The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) is a widely used instructional systems design (ISD) framework providing a structured and systematic approach to developing effective learning environments. 

The Five Phases of the ADDIE Model

1. Analysis: Identifying the instructional problem or need, defining the target audience, and determining desired learning outcomes. This phase involves gathering data to understand the learning environment and learner needs.

2. Design: Creating a detailed blueprint for instructions. This includes specifying learning objectives, selecting appropriate instructional strategies and activities, developing assessment, and crafting the instructional sequence.

3. Development: The development phase involves transforming the design blueprint into tangible instructional materials. This may include creating presentations, writing course materials, developing multimedia components, and programming interactive simulations. The goal is to produce high-quality learning resources that align with the established learning objectives.

4. Implementation: The implementation phase marks the delivery of the instructional solution to the target audience. This may involve conducting training sessions, providing online courses, or distributing self-paced learning materials. It is crucial to ensure that the implementation process is effective and meets the needs of the learners.

5. Evaluation: The final phase, evaluation, assesses the effectiveness of the instructional solution in achieving the desired learning outcomes. This involves collecting feedback from learners, analyzing performance data, and evaluating the impact of the training on individual and organizational goals. Evaluation provides valuable insights for refining and improving the instructional solution in future iterations.

Implications of the ADDIE Model for Instructional Design

The ADDIE model offers several key advantages for instructional design:

1. Structured Approach: It provides a structured and systematic approach to developing training and learning materials, ensuring that all essential aspects are considered and addressed throughout the design process.

2. Fosters Effective Learning: By emphasizing learner needs and desired learning outcomes, the ADDIE model promotes the creation of effective learning experiences that lead to measurable improvement in knowledge and skills.

3. Promotes Iterative Development: The model's iterative nature allows for continuous refinement and improvement of the instructional solution based on feedback and evaluation results.

4. Ensures Consistency and Quality: The ADDIE model promotes consistency and quality in instructional design by providing a standardized framework for developing and evaluating training materials.

However, the ADDIE model also has some limitations:

1. Linear Structure: The linear structure of the model may not always be suitable for all instructional design projects, particularly those that require flexibility and adaptation.

2. Time-Consuming Process: The ADDIE model can be a time-consuming process, especially for complex training programs.

3. Potential for Overemphasis on Planning: Overemphasis on planning and design may lead to a lack of adaptability and responsiveness to changing learning needs.

Despite these limitations, the ADDIE model remains a valuable tool for instructional designers, providing a structured and systematic approach to developing effective training and learning materials. Its emphasis on learner needs, measurable outcomes, and continuous evaluation ensures the creation of high-quality learning experiences that contribute to individual and organizational success.

Week three - Dick and Carey Model

Overview of the Dick and Carey Model

The Dick and Carey model is a systematic and comprehensive framework for designing effective instruction. It is a nine-step process that emphasizes analysis and alignment in the instructional design process. The nine steps are as follows:

Step 1: Identify the Instructional Goals
Defining clearly the desired learning outcomes for instruction. The goals should be specific, measurable, achievable, relevant, and time-bound (SMART goals).

Step 2: Conduct Instructional Analysis
Identifying the prerequisite knowledge and skills that learners need to possess before engaging in the instruction. It also involves analyzing the learning environment and available resources.

Step 3: Identify Entry Behaviors
Understanding the characteristics of the learners, such as their prior knowledge, learning styles, and motivations. It also involves considering the context in which the instruction will take place, such as the physical environment and cultural factors.

Step 4: Develop Performance Objectives
Translating instructional goals into specific and measurable objectives that describe what learners will be able to do after completing the instruction.

Step 5: Select Instructional Strategies and Activities
Choosing appropriate instructional strategies and activities that align with the learning objectives and the characteristics of the learners.

Step 6: Develop Assessment Instruments
Designing assessment instruments that measure whether learners have achieved the learning objectives. The assessment instruments should be reliable, valid, and appropriate for the level of the learners.

Step 7: Design and Develop Instructional Materials
Creating or selecting appropriate instructional materials, such as textbooks, handouts, multimedia resources, and simulations.

Step 8: Design and Conduct the Instructional Process
Implementing the instruction and managing the learning environment. It includes providing instruction, facilitating discussions, and providing feedback to learners.

Step 9: Evaluate Instruction
Collecting and analyzing data to evaluate the effectiveness of the instruction. The evaluation data should be used to identify areas for improvement and make necessary revisions to the instruction.

Step 10: Conduct Summative Evaluation
With focus on student outcomes, assess use summative evaluations to determine whether instructional goals have been met, and reassess course design accordingly

Implications of the Dick and Carey Model for Instructional Design

The Dick and Carey model has several important implications for instructional design. First, it emphasizes the importance of systematic planning and design. By following a systematic process, instructional designers ensure that their instruction is well-conceived and aligned with learning objectives.

Second, the model highlights the alignment of various elements in the instructional design process. All aspects of instruction, from the learning objectives to the assessment instruments, should be carefully considered and aligned to ensure a cohesive and effective learning experience.

Third, the model emphasizes the importance of formative evaluation. By collecting feedback throughout the design and implementation process, instructional designers can identify areas for improvement and make revisions to ensure that the instruction is meeting its intended goals.

Strengths and Limitations of the Dick and Carey Model

The Dick and Carey model is a valuable tool for designing effective instruction. However, it also has some limitations.

Strengths:

• Systematic and comprehensive approach

• Emphasizes alignment with learning objectives

• Focuses on formative evaluation

• Suitable for a variety of instructional contexts

Limitations:

• Can be time-consuming and resource-intensive

• May not be flexible enough for some instructional contexts

• Emphasizes behavioral objectives over higher-order thinking skills

Overall, the Dick and Carey model is a versatile framework for effective instructional design. It is particularly well-suited for designing instruction for complex skills and specific subject areas. However, instructional designers should carefully consider the context and needs of their learners when selecting an instructional design model, and the laborious and intensive nature of the Dick and Carey model may not work for all instructional design situations.

Week four - Understanding by Design (UbD) (Backward Design)

Overview of the Understanding by Design (UbD) Model

Understanding by Design (UbD) is an instructional design approach that emphasizes designing backward from desired learning outcomes. Developed by Grant Wiggins and Jay McTighe, UbD encourages educators and instructional designers to start with the end in mind, clearly defining what students should know, understand, and be able to do before crafting the learning experiences and assessments that will form the course of study.

The Three Stages of UbD

1. Identify Desired Results

Establish clear and specific learning goals that align with broader educational standards and expectations. Articulate what learners should know (understanding concepts), be able to do (performance tasks), and care about (transfer of learning to real-world situations).

2. Determine Acceptable Evidence

Design assessment strategies that effectively measure whether students have achieved the desired learning outcomes. Assessments should be varied, authentic, and aligned with the different levels of understanding (e.g., knowledge, comprehension, application, analysis, evaluation, creation).

3. Plan Learning Experiences and Instruction

Designing engaging and purposeful learning experiences that foster deep understanding and transfer of learning. Select instructional strategies, activities, and resources that align with the desired learning outcomes and assessment methods.

Implications of UbD for Instructional Design

UbD offers several compelling implications for instructional design:

• Focus on Deep Understanding: UbD prioritizes deep understanding over superficial memorization, encouraging educators to design instruction that helps students grasp concepts, make connections, and apply knowledge in meaningful ways.

• Alignment of Curriculum, Instruction, and Assessment: UbD promotes a unified and cohesive approach to curriculum design, ensuring that learning experiences, instruction, and assessment are seamlessly aligned with the desired learning outcomes.

• Student-Centered Learning: UbD emphasizes student-centered learning, encouraging educators to consider students' prior knowledge, interests, and learning styles when designing instruction.

Strengths and Limitations of UbD

Strengths:

• Promotes Deep Understanding: UbD's emphasis on deep understanding leads to more meaningful and transferable learning.

• Encourages Alignment: UbD's backward design approach ensures alignment between curriculum, instruction, and assessment.

• Flexibility: UbD can be adapted to various instructional contexts and grade levels.

Limitations:

• Resource-intensive: UbD's comprehensive nature requires careful planning and collaboration, which may demand more time and effort than other models.

• Initial Teacher Preparation: Educators may require initial training and support to fully implement UbD principles effectively.

• Amorphous: UbD provides a framework, not a rigid prescription, and requires adaptation to specific contexts and learner needs.

In conclusion, Understanding by Design (UbD) stands as a powerful framework for designing instruction that fosters deep understanding, promotes transfer of learning, and aligns curriculum, instruction, and assessment. While its implementation requires careful planning and preparation, UbD's strengths outweigh its limitations, making it a valuable tool for educators seeking to enhance the effectiveness of their teaching and learning environments.

Week five - Rapid Instructional Design

Overview of Rapid Instructional Design

Rapid Instructional Design (RID) is a streamlined and iterative approach to instructional design emphasizing speed and adaptability in creating effective learning experiences. Unlike traditional ID models, which often involve a lengthy and complex process, RID focuses on quickly developing and implementing instructional materials while maintaining quality and effectiveness.

While RID does not hold to a rigid set of steps or stages as previous models we've studied, its typical stages may include: 

• Analysis: Analyzing concisely the learning objectives, target audience, and available resources. This initial assessment helps determine the scope and direction of the instructional design project.

• Design: Based on the analysis, the designer selects appropriate instructional strategies, activities, and assessment methods. The focus should be on selecting proven and adaptable methods that can be implemented quickly and effectively.

• Development: The actual creation of instructional materials takes place in this stage. RID emphasizes using readily available resources and tools to expedite the development process.

• Evaluation: Throughout the RID process, ongoing evaluation and feedback are crucial. Designers gather feedback from stakeholders and learners to identify areas for improvement and make necessary revisions.

• Iteration: RID is an iterative process, meaning that the design, development, and evaluation stages may be revisited multiple times to refine the instructional materials and ensure they meet the desired learning outcomes.

Implications of Rapid Instructional Design

The RID approach has several significant implications for instructional design:

• Increased Agility: RID's emphasis on speed and flexibility allows for quicker development of instructional materials, adapting to changing needs and opportunities.

• Reduced Costs: By streamlining the design process and utilizing existing resources, RID can help reduce the overall cost of instructional development.

• Iterative Improvement: RID's iterative nature promotes continuous refinement of instructional materials, ensuring they are effective and aligned with learning objectives.

Strengths and Limitations of Rapid Instructional Design

Strengths:

• Speed and Efficiency: RID's streamlined approach allows for rapid development of instructional materials.

• Adaptability: RID's flexibility enables designers to adapt to changing needs and incorporate new technologies.

• Cost-Effectiveness: RID's focus on existing resources and iterative development can reduce overall costs.

Limitations:

• Potential for Oversimplification: RID's emphasis on speed may lead to oversimplification of complex learning concepts.

• Reliance on Designer Expertise: Effective RID requires experienced designers who can make sound judgments quickly, while minimizing more sophisticated engagement with subject matter experts.

• May Not Suit All Contexts: RID may not be suitable for highly specialized or complex instructional design projects, and is more well-suited to corporate or domains that demand compliance or mandatory training.

Applications of Rapid Instructional Design

Rapid Instructional Design is particularly well-suited for the following contexts:

• Corporate Training: In fast-paced corporate environments, RID's ability to quickly develop and adapt training materials is valuable.

• Quick-Start Courses: RID can effectively create introductory or refresher courses that need to be developed promptly.

Rapid Instructional Design offers a practical and efficient approach to instructional design, particularly in situations where speed, flexibility, and cost-effectiveness are priorities. While its streamlined nature may not be suitable for all instructional contexts, RID provides a valuable tool for quickly developing targeted learning experiences and assessment.

Week six - Successive Approximation Model (SAM)

Overview of Successive Approximation Model (SAM)

The Successive Approximation Model (SAM) is an iterative instructional design and development process that emphasizes continuous feedback and improvement. It is meant to be a more agile approach to instructional design than traditional models like ADDIE, as it allows for earlier and more frequent feedback from stakeholders. 

The SAM model is divided into three phases:

• Preparation: Gathering information about the learners, the learning objectives, and the resources available, while also developing a Savvy Start prototype, which is a rough draft of the instructional material.

• Iterative Design: Instructional material is developed in small increments. Each increment is reviewed by stakeholders, and feedback is used to improve the material.

• Iterative Development: Finalizing the instructional material and developing any additional resources that are needed. It also includes evaluating the material to ensure that it is effective.

Implications of SAM for Instructional Design

The SAM model has several implications for instructional design. First, it emphasizes the importance of early and frequent feedback. This can help to ensure that the instructional material is on the right track from the beginning and that it meets the needs of the learners.

Second, the SAM model is meant to be a more agile approach to instructional design. This means that it can be adapted to meet the changing needs of the learners and the organization.

Third, the SAM model is meant to be a more collaborative approach to instructional design. This means that it involves stakeholders from all levels of the organization, including learners, subject matter experts, and instructional designers.

Strengths and Limitations of SAM

Strengths:

• Agile and adaptable

• Emphasis on early and frequent feedback

• Collaborative approach

• Can be used to develop a variety of instructional materials

• Can be used to train a variety of learners

Limitations:

• Requires a lot of time and effort

• Requires a high degree of collaboration

• May not be appropriate for all projects

• May not be appropriate for all learners

Overall, while SAM may be a powerful and adaptable model for instructional designers, it does not strike me as a workable model for me or for higher education. SAM may be prone to scope-creep, as detailed in this module, but it may also be prone to meeting-creep and equivocation. With so many voices demanding so much space in the design process, I can't imagine how SAM results in high quality and workable instructional design and to do so in a timely manner. I can see it working in corporate worlds where a more robust version of Rapid Instructional Design is desired. But it does not strike me as appropriate for all projects or all learners.

Week seven - Learning Objectives

Course Learning Outcomes vs. Learning Objectives

Course learning outcomes and learning objectives are foundational components of instructional design. However, they have different purposes, mainly at the level of specificity.

Course learning outcomes are broad statements that describe what students will be able to do by the end of a course. They are typically written at a more general level than learning objectives.

Course learning outcomes examples:

• At the end of this course, students will be able to analyze and interpret literary texts.

• By the end of this study, students will be able to compare and contrast the mechanisms of control used by colonial powers in 18th century trade.

Learning objectives are specific, measurable statements that describe what students will be able to do by the end of a week, module, or other unit of instruction. They are typically written at a more granular level than course learning outcomes.

Learning objective objectives:

• Students will be able to identify and explain the use of metaphors and similes in a literary text, as demonstrated via analysis of assigned poems.

• Students will be able to describe mercantilism and provide an example from history.

Bloom's Taxonomy

Bloom's Taxonomy is a classification system for different levels of cognitive learning. It was developed by Benjamin Bloom in 1956 and has since been revised and expanded upon. The taxonomy consists of six levels:

1. Remembering: Recalling or recognizing previously learned information. This is "knowledge that," in that it recounts facts, dates, figures, or other concrete data.

2. Understanding: Comprehending the meaning of information and being able to explain it in your own words. This demonstrates assimilation of information by a learner.

3. Applying: Using information to solve problems or complete tasks. This is the point at which a learner can take what they've learned and apply it broadly to similar situations.

4. Analyzing: Breaking down information into its components and understanding how they relate to each other. Moving to higher order understanding, students can at this level dissect "knowledge of" at a granular level.

5. Evaluating: Making judgments about the value of information or ideas. At this point students develop their own arguments and understand validity of information presented them.

6. Creating: Producing, creating, or generating new works, objects, or ideas based on what's been learned. This is not so much higher order, as a coincident approach to demonstrating assimilation and application.

Bloom's Taxonomy can be used to align course learning outcomes, learning objectives, and assessments. By ensuring that assessments measure students' understanding at all levels of the taxonomy, instructors can help students to achieve higher levels of learning.