Instructional designers (IDs) are routinely called on to design linear, one-size-fits-all learning experiences built around "content" (e.g., textbooks, lectures, etc.). With the growth of personalized, adaptive, and CBE models, IDs need to rethink old habits and acquire new (or dust off old) design tools. In this interactive session, learning leaders, faculty, and IDs will work through the first steps of a "backward" (Wiggins & McTighe) curriculum redesign process. We will provide participants a framework to put adult learner capabilities front and center in their curriculum implementations. This framework also includes several personalization and adaptivity delivery models and modality variables.
Measures of Central Tendency: Mean, Median and Mode
CAEL 2015 - Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
1. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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Backward (Instructional) Design
Updating ID Toolboxes for Personalized, Adaptive, & CBE
CAEL 2015 INTERNATIONAL CONFERENCE, BALTIMORE MD
Jon Mott, PhD
Chief Learning Officer
MJ Bishop, PhD
Director, Center for
Academic Innovation
Cristi Ford, PhD
Assistant Vice Provost for
Learning Innovation Initiatives
2. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
@drmjbishop
@drmotx
@jonmott
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3. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Agenda
Welcome & Workshop Outcomes
Context: Problem, Opportunity, & Definitions
CASE STUDIES
New Tools for the ID Toolbox
Report Outs & Takeaways
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4. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Welcome & Workshop Outcomes
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Workshop participants will be able to:
1. Apply working definitions of personalized, adaptive, and CBE in design
contexts;
2. Design the right personalized, adaptive, and / or competency-based
sequences and workflows for the right contexts using the right tools;
3. Evaluate tools, platforms, and courseware based on updated toolbox
(ask "hard" questions about "black boxes");
4. Design personalized, adaptive, and CBE programs and courses
utilizing new tools and frameworks
5. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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CONTEXT
Problems
6. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Curriculum & courses are (generally): 6
TIME
BOUND
LINEAR
TEACHER
CENTRIC
ONE-SIZE-
FITS-ALL
7. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Assessment is frequently: 7
DESIGNED
FOR
SCALABILITY
NORM
REFERENCED
DIGITAL
KINKOS
FOR
COURSES
SUPPORT
STAFF
FOR
SMEs
IDs are perceived as:
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CONTEXT
Opportunities
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Criterion-referenced assessment (CBE)
● Establish unambiguous,
objective measures of capability
● Hold all learners to same
standard
11. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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Authentic learning & assessment
● Match learning and
assessment to real-
world performance
● Match learning and
assessment contexts
as closely as possible
12. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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Rethink role of instructional designers
● Professional peers
● Unique expertise
and skillsets
● Equal partners in
process
13. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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DEFINITIONS
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Personalized learning
Preference
Placement
Path
Pace
4 Ps of
Personalization
16. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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Competency-based education
FORMATIVE
DIAGNOSTIC
SUMMATIVE
CAPABILITY
TRANSCRIPT
KNOWLEDGE, SKILLS, ABILITIES
CAREER &
LIFE GOALS
PLA
LEARNING
ASSESSMENTS
PERSONALIZED
& ADAPTIVE
LEARNING PLAN
COURSEWARE
ACTIVITIES
SIMULATIONS
PROJECTS
INTERACTIONS
Remedial|Ontrack|Advanced
17. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
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CASE STUDIES
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CASE STUDIES
INTRO TO ACCOUNTING
● Positioned as “weed
out” course
● Wide variability in
incoming preparation
● Varied pace of
learning
● Sporadic / intermittent
demand for
remediation
● Instructor burnout
GE COURSE w/ HIGH
DFWs
● Required GE course
● Negative student
course & faculty
ratings
● High enrollments
● Varied approaches
across sections of the
course
● Wide variation in
preparation and
performance
STUDENT TEACHER &
MATH
● Student returned to
school after 15 years
● Earned teaching
degree with a 3.0
GPA
● Proved incapable of
calculating fractions
when teaching
students
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NEW TOOLS for TOOLBOX
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Authentic PLA, diagnostics, formative assessment
● What are you
measuring?
● How often will you
measure it?
● Will it be computer or
human graded?
● What is the relationship
between formative &
summative
assessment?
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Rules & algorithm-based personalization & adaptive
LEARNER
ACTIVITY
ACTIVITY
EVALUATION
PERSONALIZATION
RULE or ALGORITHM
UPDATED
LEARNING
PLAN
TYPE?
NUMBER?
FREQUENCY?
LATENCY?
WHAT
RULE(S)?
ALGORITHM(S)?
FREQUENCY?
MANNER?
23. 2015 International Conference • Baltimore MD Bishop, Ford, & Mott: Backward (Instructional) Design: Updating ID Toolboxes for Personalized, Adaptive, & CBE
Other tools and considerations 23
PROGRAM
LEVEL
PERSONALIZATION
DATA,
TRACKING &
ANALYTICS
CONTENT
CREATION &
CURATION
EFFICACY
EVALUATION
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INTEROPERABILITY! 24
LTI 2.0 ANALYTICS CBE + eT
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The right tool for the right context 25
Intensity / frequency of teacher-student interaction
Cognitive complexity of task
Content/activityvolumerequirements
Machinescorable/guidable
Adaptive
Learning
Personalized
Learning
Program-level
Personalized
Learning
Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation
Adaptive
Practice & Test
Prep
Personalize
courseware & learning
sequences
Program mapping,
delivery, & analytics
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REPORT OUTS
NEXT STEPS
jmott@learningobjects.com
IMAGE SOURCES
Student w/ Scantron Image From “A Vision of Students Today” http://www.youtube.com/watch?v=dGCJ46vyR9o
Bell curve: https://commons.wikimedia.org/wiki/File:Standard_deviation_diagram.svg
Support staff: https://flic.kr/p/6u1ypH
Digital Kinkos: https://en.wikipedia.org/wiki/FedEx_Office#/media/File:Fedexkinkosstore.jpg
IMAGE SOURCES:
Competency Transcript: @jonmott @learningobjects
Database: http://proicons.com (permission obtained to use for academic purposes)
Caliper Analytics schematic: https://www.imsglobal.org/sites/default/files/caliper/caliper.png
Tape measure: https://upload.wikimedia.org/wikipedia/commons/5/5e/Tape_measure_colored.jpeg
IMAGE SOURCES: @jonmott @learningobjects
SOURCE: @jonmott @learningobjects
the current LMS-centric infrastructure is ill-suited for program-level design and accountability
Our solution is to replace the LMS as the hub with a Program-level System of Record
This guides students to the right learning experiences and assessments, either:
Delivered as DE-powered Personalized & Adaptive Courseware
Or provided through integrations with 3rd party tools and courses
By reporting ALL courseware and assessment data back to the System of Record, we help clients maintain a single Comprehensive Program Performance Data store
From this, Student, Teacher, and Administrative Capability Dashboards are dynamically generated and updated
And through project we’ve been working on with IMS and C-BEN, we can produce a Capability Transcript from this data as well
And we deliver all of this right-sized and fitted to each client’s needs through Learning Technology & Curriculum Design Services
Together, this set of technologies, design tools, and services allows us to provide Comprehensive Program Design & Delivery Tools & Services to the market