Design

=Design =

We found the Understanding by Design approach interesting for our Bookbuilder project because we wanted our target learners to embrace the ‘why’ of why should they should use clickers in their university teaching. Some of the key points of UbD include:
 * Thinking about learners asking ‘Why do we need to learn this?’, ‘Why do we need to know this?’, 'Why does this matter to me?'
 * Moving beyond knowledge to understanding
 * Teaching learners how to use the information
 * Teaching learners how to apply the information, not just to know it
 * What is the enduring question – what is it we really want learners to know and be able to do
 * Having the end in mind when designing the instruction
 * Focus is on performance based assessment

View the presentations below for information about our approach to instructional design for this project.  This presentation gives an overview of the steps in the UbD approach and how it relates to what we want to accomplish with our book. media type="custom" key="7244737"  This presentation addresses part of our needs analysis - the idea that our target learners need to be motivated to use the clickers. It is an example of using the 'Big Question' and then 'Essential Questions' in designing the learning.  This example talks about reading scholarly articles as learning activities because that is one way that our target learners prefer to learn.  It also includes video examples since our learners also like to learn through watching demonstrations. <span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="7246451" <span style="font-family: Arial,Helvetica,sans-serif;"> This presentation shows the use of visuals in our project and how the choice of visuals relates to an instructional model or strategy. <span style="font-family: Arial,Helvetica,sans-serif;"> I used Gagnes Theory and it stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. I think that each category relates to the book we are creating and once put together you will be able to see the 9 steps of the Gagnes theory.

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="7298625"

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