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Learning and Assessment Design Tools Judy Neill, Director Robin Nickel, Associate Director

Learning and Assessment Design Tools Judy Neill, Director Robin Nickel, Associate Director Worldwide Instructional Design System. Sunday, April 10, 2005, 10:30 a.m.-11:15 a.m. Crystal C, West Tower, Green Level WIDS is a 501 (c)(3) not-for-profit corporation.

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Learning and Assessment Design Tools Judy Neill, Director Robin Nickel, Associate Director

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  1. Learning and Assessment Design Tools Judy Neill, Director Robin Nickel, Associate Director Worldwide Instructional Design System Sunday, April 10, 2005, 10:30 a.m.-11:15 a.m. Crystal C, West Tower, Green Level WIDS is a 501 (c)(3) not-for-profit corporation Get this presentation online at www.wids.org Click on “Resources”, then “Power Points”

  2. Leaders in Instructional Design:  Software Tools, Training, and Facilitation • Champions for learning-centered design WIDS is a division of the Wisconsin Technical College System Foundation, a 501 (c)(3) not-for-profit corporation .

  3. Continuous user/feedback group since 1994 Sixteen 2-year colleges Visionaries in performance-based learning design Accredited by the NCA Higher Learning Commission For more information on WIDS and the NCA/HLC, visit “Resources” from www.wids.org and click on “White Papers”

  4. WIDS works for many educational leaders. . . Anne Arundel Community College, MD Cuyahoga Community College, Ohio National American University, SD George Brown College, Canada The Michener Institute, Canada Central Community College, NB West Central Tech Prep Consortium, OH Richland Community College, IL 6 Community Colleges, MN Brevard Community College, FL GE Healthcare Systems

  5. WIDS works for many educational leaders. . . 16 Michigan Community Colleges Salt Lake Community College, UT Westfalia Surge, Global Operations US Army ROTC Cadet Command, VA University of WI – Stout University of WI – Whitewater 16 Wisconsin Technical Colleges (system-wide)

  6. In 33 states and 10 foreign countries. Canada Kuwait Belgium South Africa Senegal Singapore Brazil Malaysia Australia Argentina Trinidad Online professors Universidad Iberoamericana

  7. Effective education solutions must: • lead to measurable results • lay the foundation for accountability • foster collaboration and sharing • position educational organizations for rapid response

  8. Meet performance expectations for tomorrow’s workers Design learning that produces performance results Build core values Ensure that learners transfer what they've learned through education to application on the job As educators, you are challenged to:

  9. You are challenged to: • Offer education that works: • in the classroom • online • on-the-job • in the learning lab • in the field • etc.

  10. Tough challenges and demanding solutions call for talented leaders, effectives processes, and powerful tools: WIDS Learning Design System

  11. Specify performance expectations Implement valid performance assessment Plan learning for all learning environments Increase the efficiency and effectiveness of teaching and learning WIDS provides a consistent framework for quality curriculum design that helps you:

  12. “From a course development perspective, we believe in quality that equals or surpasses that of our face-to-face classes when planning online learning.” –Lynne Groves, South Central Technical College, MN Client Quote

  13. The WIDS Model • Identify learners’ goals and performance needs • Determine intended results • Connect teaching and learning to the intended results • Implement targeted performance assessment Learning-Centered/Performance-Based

  14. Model Software Professional Development Curriculum Design Facilitation/Outsourcing WIDS is a Learning Design System

  15. Our professional development builds internal expertise. • Our train-the-trainer series helps enhance skills in: • teaching • instructional design • assessment design Implementation Planning QuickSyllabus

  16. What competence do they need to succeed? WHO WHAT WHEN HOW WIDS Model Who are the learners? How will we know when they’re competent? How will they master the competencies?

  17. WIDS Model Learning Strategies Assessment Learning Outcomes Educators Begin with the end in mind as they design learning. Learner Educators Design Out WHAT WHEN HOW

  18. WIDS Model Learning Strategies Assessment Students Learn In Learning Outcomes Students “See” the learning activities first. Learner Educators Design Out WHAT WHEN HOW

  19. You’ve created an online course . . .  Researched the topic Developed the lectures or PowerPoints Prepared online or hardcopy handouts Created the tests Written the syllabus    

  20. They’ll come, but will they learn?

  21. Make Online Teaching Mean Online Learning Conversion Factors • Establish learning outcomes • Inventory what you already have • Develop learning plans • Adopt, adapt, develop learning materials/objects • Adopt, adapt, develop assessments • Plan for posting your online course

  22. Design the Online Learning Framework • What tools will tell learners what is expected and guide them through the learning experience? • Syllabus • Learning Plans • Performance Assessment Tasks • What level of collaboration will you build into your online course? • How will you facilitate learner-to-learner and learner-to-teacher communication and interaction? • How will students/work groups share and submit completed assignments and projects?

  23. Learning Plans …give learners a blueprint for learning

  24. Learning Plans • Provide a “Strategic Plan” for learning • Clearly link target outcome (competency) with learning and assessment • Consist of a series of well-planned learning activities designed to meet the varied needs and learning styles of learners

  25. Learning Plans • Incorporate “off-line” learning • Prepare learners for successful performance of the competency (assessment) • Provide information, structure, and support needed to allow learners to take responsibility for their own learning

  26. Learning Plan Competency: Why this skill is important: How you will show you have achieved the competency: When your performance will be acceptable: Learning Activities: Assessment Activities: “This is how you will show you can do these competencies and core abilities.” [see Sample Design Documents p. 4]

  27. Online courses without learning plans • Tend to be content driven rather then learner driven • No clearly visible plan to help students follow the course • No consistency in structure or format from course to course

  28. Online courses organized by weeks, no learning plans • Does create a structure that students can follow • Does not make a clear connection between target outcome (competency), learning, and assessment.

  29. Online courses organized by Learning Plans • Creates a structure that learners can follow • Establishes a clear connection between target outcome (competency), learning, and assessment • Guides learners through the learning experience

  30. Learning Plans in Action

  31. Learning Plans in Action

  32. Learning Plans in Action

  33. Learning Plans in Action

  34. Learning Plans in Action

  35. Performance Assessment Tasks • Feature scoring guides (rubrics or checklists) • Include directions for assessment and scenarios/prompts, if present • Go beyond multiple choice testing; require authentic application of what is learned • Can target and/or infuse core abilities

  36. Performance Assessment Tasks in Action

  37. Performance Assessment Tasks in Action

  38. Performance Assessment Tasks in Action

  39. Performance Assessment Tasks in Action

  40. The Design Tool

  41. “WIDS software provides a practical toolset that serves the designer throughout the life cycle of a course… face-to-face, online, blended/hybrid… through every transition and each revision.” -Lynne Groves, South Central Technical College, MN Client Quote

  42. The Power of WIDS Software • Relational database helps you organize and reuse curricular components • Links related curricular objects • Offers a number of libraries of reusable curricular elements saving you time and building in consistency

  43. The Power of WIDS Software • Leads developers through each step of the instructional design process yet offers flexibility • Provides coaching on each screen • Based on sound principles of performance-based learning design

  44. Three design modules Follow color and icon coded flowcharts as you work

  45. And just when you thought it couldn’t get better! We offer advanced tools for curriculum analysis and dissemination…

  46. Build a Course Outcome Matrix Outcomes Courses Documents where standards and other outcomes are addressed

  47. Show course components that have been completed across multiple courses. Course components Courses Last revision date

  48. Analyze the quality of courses using Bloom Domain and Level Competencies

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