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Session 2 Recording - Rich Content Editor & Accessibility

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Session 2 Recording - Rich Content Editor & Accessibility

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For this reading, we recommend exploring the main page including the video overview, benefits of using backward design, three stages, and backward design template.   Scrolling down or clicking on the navigation links on the page will direct you.

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For this reading, we recommend exploring the main page including the video overview, benefits of using backward design, three stages, and backward design template.   Scrolling down or clicking on the navigation links on the page will direct you.

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Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/.

Overview

Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called "Backward Design." Instructors typically approach course design in a "forward design" manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design.

This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.

The Benefits of Using Backward Design
"Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results... in short, the best designs derive backward from the learnings sought."
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.

As previously stated, backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes.

The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.

As the quote below highlights, teaching is not just about engaging students in content. It is also about ensuring students have the resources necessary to understand. Student learning and understanding can be gauged more accurately through a backward design approach since it leverages what students will need to know and understand during the design process in order to progress.
"In teaching students for understanding, we must grasp the key idea that we are coaches of their ability to play the 'game' of performing with understanding, not tellers of our understanding to them on the sidelines."
The Three Stages of Backward Design
"Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities."

The Backward Design Template

A link to the blank backward design template is provided here ( https://jaymctighe.com/resources/), and it is referred to as UbD Template 2.0. The older version (version 1.0) can also be downloaded at that site as well as other resources relevant to Understanding by Design. The template walks individuals through the stages of backward design. However, if you are need of the template with descriptions of each section, please see the table below. There is also a link to the document containing the template with descriptions provided below and can be downloaded for free.

Backward Design Template with Descriptions (click link for template with descriptions).

References

1. Sample, Mark. (2011). Teaching for Enduring Understanding. Retrieved from http://www.chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243.

2. Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Ryan S. Bowen Print Version Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. Overview The Benefits of Using Backward Design The Three Stages of Backward Design The Backward Design Template Overview Understanding by Design is a book written by Grant Wiggins and Jay...

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Zoom link:  https://cccconfer.zoom.us/meeting/register/tJcrf--rrTIuGNaqyfjaD2lgVuaSW2t9imyF

You will need to register the first time; after that, use the unique link you receive in your email to access the sessions.

Week 1:

*Wednesday, July 7th 1PM - 2:30PM: Design Concepts

*Friday, July 9th 1PM - 2:30PM: Rich Content Editor & Accessibility

Week 2:
*Monday July 12th 1PM - 2:30PM: Syllabus Design

*Wednesday, July 14th 1PM - 2:30PM - Pages, Assignments, & Discussions

*Friday, July 16th, 1PM - 2:30PM - Module Development

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California Community Colleges' Success Network

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To create a sense of community in online environments in order to support student engagement and retention.

To learn together in order to support our professional identity development in an online environment.

To provide our 3CSN network with opportunities to dialogue, share, build and strengthen knowledge, and engage in productive struggle together.

In preparation for these sessions, we recommend that you watch this video: https://youtu.be/vFhAEoCF7jg

Please note that for learning purposes, these sessions will be recorded for future use.

In the spirit of community, sessions will be capped at 50 participants.

More sessions will be added - please bookmark this page!

Zoom 101 - Zoom Essentials

Using Discussion Forums to Support Online Learning

Screencast-O-Matic and Canvas as Online Tools for Engagement

Using TED-Ed and Other Multimedia to Stimulate Learning Online

Online Learning Assistance

Online Counseling/Student Support

Workflow Management in the Online Platform

Reading Apprenticeship in Online Environments

Habits of Mind/Growth Mindset in Online Environments

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California Community Colleges' Success Network

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To create a sense of community in online environments in order to support student engagement and retention. To learn together in order to support our professional identity development in an online environment. To provide our 3CSN network with opportunities to dialogue, share, build and strengthen knowledge, and engage in productive struggle together.

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View concise overview videos on a variety of topics for Canvas LMS usage. Videos can be used by students, admins, instructors, and observers.

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In our Instructor Guide, you will find everything you need to know to use Canvas as a teacher, from creating assignments to managing course settings.

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Western Washington University | Teaching Handbook | Backward Design

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Western Washington University | Teaching Handbook | Backward Design

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For this reading, we recommend exploring the main page, but you are welcome to explore the resource links as well.

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IN THIS SECTION

As instruction design trends shift toward focusing on learning outcomes, the Backward Design model1 of course design has gained prominence. Rather than beginning the course development process by designing instructional strategies, Backward Design starts by identifying learning outcomes and assessment methods.
Stage 1: Identify Desired Results
To achieve effective instruction, course design should start by clearly identifying learning objectives. The driving question at this stage is: what is worthy and requiring of understanding? This stage often requires narrowing the scope of what can be covered in a course by filtering out those concepts or objectives that "clutter the curriculum" to allow students to master the most important concepts without overburdening them too many ideas at once. As criteria, or filters, to help select the ideas to teach, you might look at each objective and consider to what extent does the idea, topic, or process: (1) represents a "big idea" having enduring value beyond the classroom (see also Big Ideas and Threshold Concepts); (2) resides at the heart of the discipline; (3) requires uncoverage; and (4) offers potential for engaging students. Completing this stage will ensure that the final course design accomplishes the task of "framing instruction around enduring understandings and essential questions."1 See also Course Objectives for more on how to develop and articulate outcomes for students.
Stage 2: Determine Acceptable Evidence
The next step is to identify how to know whether students have achieved the desired results. The driving question at this stage is: what counts as evidence of understanding? Consider a range of assessment methods, such as projects, portfolios, task performance, and papers, not just quizzes and tests. See also Evaluation of Learning and Assessment Strategies. Completing this stage will ensure that the final course design accomplishes the task of "anchoring instruction in credible and educationally vital evidence of the desired understandings."1
Stage 3: Plan Learning Experiences and Instruction
The final step is to plan instructional activities that will help students achieve the desired results and prepare them to demonstrate their learning. The driving question at this stage is: what learning experiences and teaching strategies promote understanding, interest, and excellence? Completing this stage will ensure that the final course design accomplishes the task of ensuring that "coherent learning experiences and teaching will evoke and develop the desired understandings, promote interest, and make excellent performance more likely."1

Backward Design

Learning Objectives

Bloom's Taxonomy Blooms Digitally, Andrew Churches, (2008), Educators' eZine, Tech and Learning.

Bloom's Taxonomy of the Cognitive Domain, W. Huitt, (2004), Educational Psychology Interactive, Valdosta State Univ., GA.

Model of Learning Objectives, Center for Excellence in Learning and Teaching, Iowa State University.

Writing Learning Objectives, University of Texas at Austin.

Course Preparation

Relevant Books

References

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IN THIS SECTION As instruction design trends shift toward focusing on learning outcomes, the Backward Design model1 of course design has gained prominence. Rather than beginning the course development process by designing instructional strategies, Backward Design starts by identifying learning outcomes and assessment methods.

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Session 4 Recording - Pages, Assignments, and Discussions (and Modules, too!)

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Session 4 Recording - Pages, Assignments, and Discussions (and Modules, too!)

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There is no one-size-fits-all approach to teaching-and that couldn't be more true with blended and online classes. Being mindful of what students need for a successful learning experience should be top of mind for instructors heading into the 2020-2021 school year.

Higher ed's traditional cookie-cutter instructional design approach was never enough to maximize educational equity-and that's even more pertinent among today's student population. With students actively juggling professional, personal, social and academic concerns amidst the current pandemic, instructors need to be mindful of how they can weave equity into their classroom to provide a safe and inclusive space where everyone can thrive.

How equity in education is undermined in academia today

Online learning has the potential to magnify achievement gaps between various groups of students. This discrepancy refers to the difference in academic outcomes between students of varying living situations and access to resources. For example, some students may juggle their academic responsibilities with employment and caretaking roles, making it a challenge to attend class at a set time. Providing students with a set testing time or specific dates and times for assignments to be turned in may additionally cause scheduling conflicts-especially with remote learning.

Individual students may also face cultural and financial barriers in the education system. Some students of color may not feel welcomed or comfortable engaging with readings or case studies that primarily focus on lived experiences with which they cannot identify. Some low-income students may find it a challenge to buy required courseware for all of their classes, on top of tuition and other fees that come with a college degree. Other households may only have one computer, making it difficult for multiple students to all be online for mandatory synchronous sessions. While institution-wide practices and instructional design hasn't always been tailored to meet the needs of a diverse student body, there is potential to provide today's learners with educational equity and a high-quality learning experience. The process starts with adopting an equity-minded attitude.

5 ways to become a more equity-minded instructor

Equality focuses on providing resources and support to deliver similar experiences for all students, whereas equity means fairness and providing access to the support systems, tools and resources required for individual student success.

Equity-minded leaders reject higher education's traditionally exclusionary practices. Instead, they aim to make all spaces inclusive of low-income students and students from marginalized communities, who are often overlooked in the education system. Ultimately, equity in education starts with you. Adopting an equity-minded attitude requires investing time, effort and political capital into discussing issues-even those that may be uncomfortable-while mobilizing institution-wide efforts when possible. Here are five ways to implement educational equity in your course, all while minimizing achievement gaps.

1. Leverage Universal Design for Learning to maximize educational opportunity

Proactively tailoring course delivery strategies to meet the needs of individual students is one way to reduce achievement gaps. Universal Design for Learning (UDL) is a framework that informs course design and learning experiences, ensuring students' accessibility needs are met. UDL is often put into practice by employing technology to boost student outcomes. Champions of UDL recognize that learners differ in the ways that they represent, express and engage with information. As such, UDL can help school leaders consider a wide array of high-quality assessment options and communication channels that best support their students. Consider adding a 'plus one' to everything you create in your blended, online or in-person course, such as having at least two ways to interact with or access course content. Here are some simple solutions to infuse UDL in your virtual classroom.

Assign one or two notetakers, ensuring equal access to lecture discussions
Record live materials and ensure these materials are accessible after the fact
Include closed captions with videos

2. Provide a quality education through culturally responsive teaching

Culturally responsive teaching (CRL) is a pedagogical approach that stresses the importance of connecting students' cultures and social circumstances with the course curriculum. Adopting CRL also helps students build appreciation and empathy towards diverse perspectives, which is especially important in our current political and social landscape. This pedagogy goes hand-in-hand with UDL, where both aim to shrink the achievement gap by making the public education system more inviting and inclusive for everyone. CRL is often the first step in imparting a sense of safety and belonging in your classroom. Students of marginalized communities or low-income students may also be more likely to engage with the material if they see their backgrounds adequately and accurately represented in course content. Here are some easy tactics to put CRL into place.

Diversify your course readings with scholars of color
Encourage students to become active allies by sharing their preferred pronouns and encouraging gender neutral interactions outside of your classroom

Invite diverse guest speakers
Ask students what issues they want to learn more about

3. Offer educational equity via formative assessments and discussions

Formative assessments are low-stakes evaluations that are frequently administered throughout the semester. Regular polls, surveys and stop-start-continue exercises give students the autonomy to shape their education based on their social circumstances or needs. Faculty can leverage these insights to deliver the remainder of the course based on what students want to learn or have had trouble understanding to date. School leaders can seek out educational opportunities for students to frequently voice formal and informal course feedback through discussion threads, virtual office hours and Top Hat's new live chat, to name a few.

Creating equity in education also means being mindful of students' privacy. For instance, some disadvantaged students may not feel comfortable asking for help in front of the entire class via discussion forums. Anonymizing feedback helps students feel comfortable enough to voice their concerns and needs without fearing social or academic repercussions. Top Hat facilitates educational equity through the ability to anonymize students' responses in discussions of any size.

4. Use open-source solutions to reduce achievement gaps

In a report from the Center on Education and the Workforce by Georgetown University, of the 14 million working students in the United States, about six million-or 43 percent-are low-income students. This demographic disproportionately encompasses students who identify as Black (18 percent), Latinx (25 percent) and first-generation college students (47 percent). Intersectionality-race and socioeconomic status in this case-shouldn't determine educational opportunity nor graduation rates. Providing low-income and marginalized students with free resources can help reduce the achievement gap between them and their affluent peers, while reducing financial burdens when transitioning from high school to higher ed. Open educational resources (OER) provide a free alternative to the inflated print textbook market. You may also wish to alert students to textbook rental programs, where they can rent a book for a semester at a time-for a sliver of the cost of buying a brand new book.

Levelling the playing field for all students is the first step to help students succeed in their college degree. Top Hat's Marketplace provides thousands of high-quality learning materials including textbooks and question packs-all of which are free or low-cost alternatives to traditional print books. Embedded comprehension questions enhance educational opportunity by indicating whether students understand course content.

5. Give flexibility in summative assessments

Students have a multitude of responsibilities to tend to: academic, professional, social, familial, employment and more. Online assignments that have a non-negotiable deadline undermine equity in education by requiring students to shape their schedules around that of their courses. Consider ways that you can provide flexibility in your summative assessments-those that account for a significant portion of a student's final grade. For semester-long projects-especially theses or a capstone project-you may want to let students set their own due dates (as long as they are within reason) or provide a flexible timeline. Not only will this let them form a schedule that suits their needs, it also helps increase accountability.

For online or blended classes, you may want to abandon set testing times in favor of ' testing windows.' For example, not all students have a distraction-free home environment or regular access to technology, which presents an undesirable challenge when writing a test at a set time. Testing windows provide students with autonomy and trust on the part of professors, empowering students to take control of their learning.

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5 Ways to Prioritize Educational Equity in Your Online Classroom

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There is no one-size-fits-all approach to teaching-and that couldn't be more true with blended and online classes. Being mindful of what students need for a successful learning experience should be top of mind for instructors heading into the 2020-2021 school year.

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3CSN's Wayfinding Online: Navigating the Virtual Landscape Together Series.

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3CSN Wayfinding Online Series - Canvas Sessions

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Share your videos with friends, family, and the world

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Are you among the cadre of instructors who disables the Canvas Syllabus page in your course navigation? Let me show you a nifty way to organize your syllabus content so it's easier for students to access (meaning they're more likely to actually read it!). While we're at it, I hope to change your mind about the much-maligned, often misunderstood Course Summary feature. C'mon along!

Passionate about teaching and learning, Helen enjoys showing instructors how to apply best pedagogical practices in Canvas to create dynamic courses that keep their students engaged.

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How to Use the Canvas Syllabus the Right Way - Online Network of Educators

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Are you among the cadre of instructors who disables the Canvas Syllabus page in your course navigation? Let me show you a nifty way to organize your syllabus content so it's easier for students to access (meaning they're more likely to actually read it!).

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The Syllabus in Canvas makes it easy to communicate to your students exactly what will be required of them throughout the course in chronological order. You can also set the syllabus as your course home page.

You can choose to make your syllabus public so that people who aren't enrolled in your course can view more information about the course. A public syllabus can be viewed as part of a private course when you send a link to a student, or if the course is listed in the public course index.

The Course Summary is automatically generated based on course assignments and course calendar events. You can choose to disable the Course Summary. Items within the Course Summary can only be changed by editing or deleting the assignments or events. All assignments (unpublished and published) are listed in the syllabus for instructors.

Open Syllabus

In Course Navigation, click the Syllabus link.

View Syllabus

The syllabus includes the syllabus description [1], the Course Summary [2], and the sidebar [3].

View Syllabus Description

The syllabus description is where you can post your course description, a brief introduction, class guidelines, weekly reminders, and other important information. You can copy content from Word documents directly into the Rich Content Editor or create original content inside of the Rich Content Editor.

You can also link to your Syllabus by uploading it into Course Files as a PDF and embedding the document in the Rich Content Editor. Canvas will automatically create a preview of your document so your students don't have to download it before reading it.

To edit the Syllabus, click the Edit button.

View Course Summary

The Course Summary is automatically generated for the course and contains a list of course assignments and course calendar events. Assignments are indicated by the Assignments icon [1], and events are indicated by the Calendar icon [2]. Non-graded items with a to-do date show the to-do date [3]. All assignments (unpublished and published) are listed in the syllabus for instructors, but students only see published assignments.

Changes to dated items can be made in both the Assignments and Calendar features and will be automatically updated in the Syllabus.

Click the title to view the details of the assignment or event. Any assignments or events that are past the due date are highlighted in gray. Undated items are listed in alphabetical order [4].

The Course Summary is enabled by default. Learn how to disable the Course Summary.

View Time Zones

If you have set a specific time zone in your User Settings, all course dates and times will display in your local time, but if you hover over the time, you can also see the course date and time.

View Student View

To view the syllabus as a student, click the Student View button.

Note: If the course navigation link for the page is disabled and hidden from students, the Student View button does not display.

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How do I use the Syllabus as an instructor?

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The Syllabus in Canvas makes it easy to communicate to your students exactly what will be required of them throughout the course in chronological order. You can also set the syllabus as your course home page. You can choose to make your syllabus public so that people who aren’t enrolled in your cour…

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Six years ago (gulp!), I wrote a post about the Liquid Syllabus. The concept is simple. Use a website tool rather than a tool for document creation to create a welcoming, supportive syllabus with visuals and, of course, a friendly welcome video of yourself.

I also included the practice in the second edition of my book in 2017. Since then, it has evolved and continues to really resonate with faculty looking for a starting point with humanizing.

With my colleagues, we included the Liquid Syllabus as an assignment in our spectacular professional development course, Equity and Culturally Responsive Teaching in the Online Environment, along with the 3-minute video below. The video identifies the benefits a Liquid Syllabus brings to students and to faculty.

Tapping the Potential of Pre-Course Contact

As you look ahead to your fall courses, please recognize how confused your students are about their courses and how traumatized they are from the open-ended unknown we have ahead of us. It's hard for me to imagine being an incoming freshman or a transfer student arriving at a university. Even for student continuing at the same institution, the phrase "online course" means so many different things. That confusion will derail your students, especially those without successful experiences learning online.

Online courses require students to troubleshoot on their own and manage complex tasks. You can help by supporting them regularly, being clear about what's ahead, chunking large projects and content into manageable pieces, and making every effort to establish trust and positive instructor-student relationship in those early weeks.

You do not need be in Zoom with your students to convey your presence. Send them a friendly email the week before your course starts with a link to a mobile-friendly Liquid Syllabus or welcome package. Pre-course contact is your opportunity to welcome your students, ease their anxieties, make a positive first impression, and ensure they know exactly what they are expected to do that first week and how to do it.

Getting Started

For those of you want to give it a whirl - first, pat yourself on the back! Next, if you are new to using website tools, I recommend trying Google Sites. Sites has made excellent strides in accessibility (an area that Populr.me, the last tool I recommended has fallen short). And it renders beautifully on a phone - be sure to open one of the examples on your phone to check it out!

Also, I presented a webinar with Fabiola Torres about Humanizing Pre-Course Contact with Google Sites. Here is the webinar archive. In the session, Fabiola shared her beautiful Liquid Syllabus example and I shared my adaptation, a Welcome Package. The Welcome Package is a single page Google Site that is designed specifically to give students exactly what they need to be successful in week one. One of my favorite new practices included in the example is the Pact, which is a clearly articulated list of what students can expect from me and what I will expect from my students. This is one of the many practices I have used from Zaretta Hammond's stunning book, Culturally Responsive Teaching and the Brain. You'll also find a video I recorded with Adobe Spark (so fun and free!). If you use Spark, just be aware that you will need to download the .mp4 of your video from Spark and then host it somewhere else (like YouTube) to add closed captions. Need more ideas for videos? Check out Karen Costa's great new book!

Fabi and I welcome you to borrow any language from our Sites that you find helpful.

Resources:

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Humanizing Pre-Course Contact with a Liquid Syllabus - MICHELLE PACANSKY-BROCK

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Six years ago (gulp!), I wrote a post about the Liquid Syllabus. The concept is simple. Use a website tool rather than a tool for document creation to create a welcoming, supportive syllabus with visuals and, of course, a friendly welcome video of yourself.

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Discussion Strategies - Using a Backchannel in In-Person Synchronous Classes

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Discussion Strategies - Using a Backchannel in In-Person Synchronous Classes

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Western Washington University | Teaching Handbook | Backward Design

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Western Washington University | Teaching Handbook | Backward Design

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For this reading, we recommend exploring the main page, but you are welcome to explore the resource links as well.

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IN THIS SECTION

As instruction design trends shift toward focusing on learning outcomes, the Backward Design model1 of course design has gained prominence. Rather than beginning the course development process by designing instructional strategies, Backward Design starts by identifying learning outcomes and assessment methods.
Stage 1: Identify Desired Results
To achieve effective instruction, course design should start by clearly identifying learning objectives. The driving question at this stage is: what is worthy and requiring of understanding? This stage often requires narrowing the scope of what can be covered in a course by filtering out those concepts or objectives that "clutter the curriculum" to allow students to master the most important concepts without overburdening them too many ideas at once. As criteria, or filters, to help select the ideas to teach, you might look at each objective and consider to what extent does the idea, topic, or process: (1) represents a "big idea" having enduring value beyond the classroom (see also Big Ideas and Threshold Concepts); (2) resides at the heart of the discipline; (3) requires uncoverage; and (4) offers potential for engaging students. Completing this stage will ensure that the final course design accomplishes the task of "framing instruction around enduring understandings and essential questions."1 See also Course Objectives for more on how to develop and articulate outcomes for students.
Stage 2: Determine Acceptable Evidence
The next step is to identify how to know whether students have achieved the desired results. The driving question at this stage is: what counts as evidence of understanding? Consider a range of assessment methods, such as projects, portfolios, task performance, and papers, not just quizzes and tests. See also Evaluation of Learning and Assessment Strategies. Completing this stage will ensure that the final course design accomplishes the task of "anchoring instruction in credible and educationally vital evidence of the desired understandings."1
Stage 3: Plan Learning Experiences and Instruction
The final step is to plan instructional activities that will help students achieve the desired results and prepare them to demonstrate their learning. The driving question at this stage is: what learning experiences and teaching strategies promote understanding, interest, and excellence? Completing this stage will ensure that the final course design accomplishes the task of ensuring that "coherent learning experiences and teaching will evoke and develop the desired understandings, promote interest, and make excellent performance more likely."1

Backward Design

Learning Objectives

Bloom's Taxonomy Blooms Digitally, Andrew Churches, (2008), Educators' eZine, Tech and Learning.

Bloom's Taxonomy of the Cognitive Domain, W. Huitt, (2004), Educational Psychology Interactive, Valdosta State Univ., GA.

Model of Learning Objectives, Center for Excellence in Learning and Teaching, Iowa State University.

Writing Learning Objectives, University of Texas at Austin.

Course Preparation

Relevant Books

References

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IN THIS SECTION As instruction design trends shift toward focusing on learning outcomes, the Backward Design model1 of course design has gained prominence. Rather than beginning the course development process by designing instructional strategies, Backward Design starts by identifying learning outcomes and assessment methods.

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Peralta Colleges Distance Education Online Equity Rubric

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3CSN: Student-Centered Canvas Design Lab

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Tools for Discussion Presentation (modified from Wayfinding Session)

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Tools for Discussion Presentation (modified from Wayfinding Session)