{"id":49,"date":"2021-08-30T20:35:37","date_gmt":"2021-08-31T00:35:37","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/section-2-event-2-inform-learners-of-the-objective-a-closer-look-at-backwards-design\/"},"modified":"2023-07-07T23:06:17","modified_gmt":"2023-07-08T03:06:17","slug":"section-2-event-2-inform-learners-of-the-objective-a-closer-look-at-backwards-design","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/section-2-event-2-inform-learners-of-the-objective-a-closer-look-at-backwards-design\/","title":{"raw":"1.5 Using backward design (Event 2)","rendered":"1.5 Using backward design (Event 2)"},"content":{"raw":"In Gagn\u00e9\u2019s Nine Events of Instruction framework, <strong>Event 2<\/strong> is about informing learners of the learning destination. In a quality online course, we start by letting learners know where they\u2019re headed, i.e., what will they be expected to know, value, or do by the end of the course? We call this process <strong>backward design<\/strong>.\n\n[caption id=\"attachment_41\" align=\"aligncenter\" width=\"832\"]<img class=\"wp-image-40 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2.png\" alt=\"Event 2: Inform Learners of the Objective\" width=\"832\" height=\"218\"> <br>Caption: In Gagn\u00e9\u2019s Nine Events framework, Event 2 focuses on informing learners of the objective.<br>Credit: University of Waterloo[\/caption]\n<h2><a id=\"What-is-backwards-design\" href=\"\"><\/a>What is backward design?<\/h2>\nBackward design is like a road trip\u2014it helps us to answer the following questions:\n<ul>\n \t<li>Where are we going?<\/li>\n \t<li>How will we get there?<\/li>\n \t<li>How will we know when we have arrived?<\/li>\n<\/ul>\n[caption id=\"attachment_41\" align=\"alignright\" width=\"500\"]<img class=\"wp-image-41 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model.png\" alt=\"Learning outcomes lead to assessment, which leads to learning activities, which lead to content\" width=\"500\" height=\"500\"> <br>Caption: A visualization of the backward design approach.<br>Credit: University of Waterloo[\/caption]\n\nBackward course design starts at the end of the course by defining the <strong>learning outcomes<\/strong> we expect of our learners. Once we\u2019ve decided what we want our learners to know, value, and be able to do by the end of the course (the instructional destination), we next determine the <strong>assessment evidence<\/strong> that will indicate whether learners have arrived at the desired destination. What kinds of assessments will we use to measure our learners\u2019 progress toward the outcomes?\n\nAnd lastly, we work out the <strong>learning experiences (activities and content)<\/strong> that will prepare our learners to achieve the outcomes and complete the assessments successfully. This is called <strong>alignment<\/strong>. In a well-aligned course, every element should support\/align with the achievement of the learning outcomes: the content, the learning activities, and the assessments.\n<div>\n<h2>Why backward design matters<\/h2>\nBackward design is important for both learners and instructors. <strong>For learners<\/strong>, it clarifies course expectations, i.e., what you expect that they should know and be able to do by the end of the course. This kind of transparency can help to guide the way they approach their learning in the course (Kolomitro &amp; Gee, 2015), and increases their motivation to engage in course activities (Darby &amp; Lang, 2019). As Nilson and Goodson (2018) explain, it\u2019s important to explain to learners why\n<blockquote>. . . you designed, organized, and developed the course the way you did. . . . Students do not assume that everything you do is well considered, or for their own good . . . and they have no idea of the research behind your choices. In fact, their perceptions of course quality and utility have an impact on their motivation and entire online experience. (p. 114)<\/blockquote>\n<strong>For instructors<\/strong>, backward design helps to ensure that appropriate learning activities and content are selected, i.e., that they effectively support and prepare learners for the assessments, setting them up for success and mitigating any potential concerns about \u201cbusy work\u201d and unclear connections between assessments and content.\n\nOnce we\u2019ve done this crucial work, it is important to make it <strong>transparent to our learners<\/strong>, who might not otherwise understand why we\u2019re asking them to engage in certain course activities. Showing them the relevance of what we\u2019re asking them to do will increase their motivation to engage in course activities and promote their understanding of how to learn.\n\n<\/div>\n<div class=\"advanced\">\n\nQuality Advanced\n<h2><a id=\"StrategiesMakingCourseDesignTransparent\" href=\"\"><\/a>Strategies for \u201cmaking course design transparent\u201d<\/h2>\n\u201cTransparent teaching methods help students understand <strong>how<\/strong> and <strong>why<\/strong> they are learning course content in particular ways\" (Winkelmes, 2014).\n\nIf you are interested in further exploring transparent teaching methods, take a look at the list of <strong>instructor-created examples<\/strong> of <a href=\"https:\/\/tilthighered.com\/transparency\" target=\"_blank\" rel=\"noopener\">Transparent Methods<\/a> from the <a href=\"https:\/\/tilthighered.com\/\" target=\"_blank\" rel=\"noopener\">Transparency in Teaching and Learning Project<\/a>. This site will help you to generate ideas for providing explicit information to students about the teaching and learning practices you use in your course.\n\n<\/div>\n<h2><a id=\"ExamplesHowBackwardsDesignWorks\" href=\"\"><\/a>Examples of how backward design works<\/h2>\nA useful way to ensure that your course is well-aligned is to complete an alignment chart (also known as a course map). An alignment chart lists the course and module learning outcomes and the associated assessments, content topics, and activities as they align to those learning outcomes. Module learning outcomes should align with course learning outcomes.\n<table style=\"height: 195px\"><caption>Example of a module-level alignment chart<\/caption>\n<thead>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"col\">Week<\/th>\n<th style=\"height: 15px;width: 121.359px\" scope=\"col\">Module Number<\/th>\n<th style=\"height: 15px;width: 122.062px\" scope=\"col\">Topics\/Concepts<\/th>\n<th style=\"height: 15px;width: 156.875px\" scope=\"col\">Learning Outcome(s)<\/th>\n<th style=\"height: 15px;width: 182.844px\" scope=\"col\">Bloom's Taxonomy Level<\/th>\n<th style=\"height: 15px;width: 539.234px\" scope=\"col\">Activities and\/or Assessments (e.g., quiz, written assignment, discussion)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">1<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">2<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">3<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">4<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">5<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">6<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">7<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">8<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">9<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">10<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">11<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">12<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nBelow we've provided some examples of <strong>alignment charts<\/strong>, at both the module and course levels, across several disciplines.\n<div class=\"essential\">\n\nQuality Essential\n<h3>Module-level alignment charts<\/h3>\n<ul>\n \t<li><strong>Example 1<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/english-literature-course.pdf\" target=\"_blank\" rel=\"noopener\">English Literature course<\/a> (PDF); Credit: Kate Lawson, Department of English Language and Literature, University of Waterloo.<\/li>\n<\/ul>\n<ul>\n \t<li><strong>Example 2<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/intro-to-statistics-course.pdf\" target=\"_blank\" rel=\"noopener\">Intro to Statistics course<\/a> (PDF); Credit: Marie Lippens, WatSPEED, University of Waterloo (adapted from OpenIntro Stats).<\/li>\n<\/ul>\n<ul>\n \t<li><strong>Example 3<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/psychology-basic-processes-of-behaviour.pdf\">Psychology \u2013 Basic Processes of Behaviour<\/a> (PDF); Credit: Domenica De Pasquale, School of Interdisciplinary Studies, Conestoga College.<\/li>\n<\/ul>\n<ul>\n \t<li><strong>Example 4<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/capstone-ii-organizational-consulting-project.pdf\">Capstone II \u2013 Organizational Consulting Project<\/a> (PDF); Credit: Dubravka Bright, School of Business, Conestoga College.<\/li>\n<\/ul>\n<h3>Course-level alignment chart<\/h3>\nIn this final example, <strong>course learning outcomes<\/strong> are mapped onto <strong>course activities<\/strong>, and learner-centred language is used to set an inviting and accessible tone.\n<ul>\n \t<li><strong>Example 5<\/strong>: <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2021\/12\/Cultural-Identities-%E2%80%93-Truth-Reconciliation-Story.pdf\">Cultural Identities \u2013 Truth-Reconciliation-Story<\/a> (PDF); <strong>Credit<\/strong>: James Skidmore, Department of Germanic and Slavic Studies, University of Waterloo.<\/li>\n<\/ul>\n<\/div>\n&nbsp;\n<h2>A (meta)example of how a course-level alignment chart could work<\/h2>\n<div class=\"example\">\n<h3>How we did this in this course<\/h3>\nYour module learning outcomes should align with your course learning outcomes. Take a look at the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Course_Level_Alignment_Chart.pdf\" target=\"_blank\" rel=\"noopener\">Course-Level Alignment Chart<\/a> (PDF) we created for this course to see how we aligned our module learning outcomes with our course learning outcomes.\n<p class=\"copyright\">Credit: Laura Shannon, Queen's University<\/p>\n\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Module-LevelAlignmentChartDocument\" href=\"\"><\/a>Activity: Module-level alignment chart<\/h2>\n<strong>Learning outcomes<\/strong>\n\nThis activity is directly aligned with\u00a0<strong>Course Learning Outcome (CLO) 2<\/strong>:\u00a0Develop a set of learning outcomes for your online course that are explicit, assessable, and measurable.\n\n<strong>Instructions<\/strong>\n\nEquipped with the above examples to guide you, <strong>create your own module-level alignment chart\/course map<\/strong>.\n\n<strong>Option 1:<\/strong>\u00a0 Download the\u00a0<a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Module-level_Alignment_Chart_Worksheet_Edited.docx\" target=\"_blank\" rel=\"noopener\">Module-Level Alignment Chart<\/a> (DOCX) to create a Word version to complete offline.\n\n<strong>Option 2:<\/strong>\u00a0 Complete the activity inline below. If you wish to save your inline results, be sure to download your work by clicking the <strong>Export <\/strong>tab at the bottom of the left-hand navigation bar in the activity before moving on.\n\nPlease note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.\n[h5p id=\"11\"]\n\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Course-LevelAlignmentChartDocument\" href=\"\"><\/a>Activity: Course-level alignment chart<\/h2>\n<strong>Learning outcomes<\/strong>\n\nThis activity is directly aligned with <strong>Course Learning Outcome (CLO) 2<\/strong>:\u00a0Develop a set of learning outcomes for your online course that are explicit, assessable, and measurable.\n\n<strong>Instructions<\/strong>\n\nNow that you\u2019ve created your module-level outcomes, you\u2019ll want to make sure that they align with your course-level outcomes. A good way to do this is to<strong> complete a Course-Level Alignment Chart<\/strong>.\n\n<strong>Option 1:\u00a0 <\/strong>Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Course-level_Alignment_Chart_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Course-Level Alignment Chart<\/a> (DOCX) to create a Word version to complete offline.\n\n<strong>Option 2:\u00a0 <\/strong>Complete the activity in-line below. If you wish to save your in-line results, be sure to download your work by clicking the <strong>Export <\/strong>tab at the bottom of the left-hand navigation bar in the activity before moving on.\n\nPlease note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.\n\n[h5p id=\"12\"]\n\n<\/div>","rendered":"<p>In Gagn\u00e9\u2019s Nine Events of Instruction framework, <strong>Event 2<\/strong> is about informing learners of the learning destination. In a quality online course, we start by letting learners know where they\u2019re headed, i.e., what will they be expected to know, value, or do by the end of the course? We call this process <strong>backward design<\/strong>.<\/p>\n<figure id=\"attachment_41\" aria-describedby=\"caption-attachment-41\" style=\"width: 832px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-40 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2.png\" alt=\"Event 2: Inform Learners of the Objective\" width=\"832\" height=\"218\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2.png 832w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2-300x79.png 300w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2-768x201.png 768w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2-65x17.png 65w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2-225x59.png 225w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/07\/gagne-plan-event2-350x92.png 350w\" sizes=\"auto, (max-width: 832px) 100vw, 832px\" \/><figcaption id=\"caption-attachment-41\" class=\"wp-caption-text\">Caption: In Gagn\u00e9\u2019s Nine Events framework, Event 2 focuses on informing learners of the objective.<br \/>Credit: University of Waterloo<\/figcaption><\/figure>\n<h2><a id=\"What-is-backwards-design\" href=\"\"><\/a>What is backward design?<\/h2>\n<p>Backward design is like a road trip\u2014it helps us to answer the following questions:<\/p>\n<ul>\n<li>Where are we going?<\/li>\n<li>How will we get there?<\/li>\n<li>How will we know when we have arrived?<\/li>\n<\/ul>\n<figure id=\"attachment_41\" aria-describedby=\"caption-attachment-41\" style=\"width: 500px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-41 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model.png\" alt=\"Learning outcomes lead to assessment, which leads to learning activities, which lead to content\" width=\"500\" height=\"500\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model.png 500w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model-300x300.png 300w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model-150x150.png 150w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model-65x65.png 65w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model-225x225.png 225w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/backwards-design-model-350x350.png 350w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><figcaption id=\"caption-attachment-41\" class=\"wp-caption-text\">Caption: A visualization of the backward design approach.<br \/>Credit: University of Waterloo<\/figcaption><\/figure>\n<p>Backward course design starts at the end of the course by defining the <strong>learning outcomes<\/strong> we expect of our learners. Once we\u2019ve decided what we want our learners to know, value, and be able to do by the end of the course (the instructional destination), we next determine the <strong>assessment evidence<\/strong> that will indicate whether learners have arrived at the desired destination. What kinds of assessments will we use to measure our learners\u2019 progress toward the outcomes?<\/p>\n<p>And lastly, we work out the <strong>learning experiences (activities and content)<\/strong> that will prepare our learners to achieve the outcomes and complete the assessments successfully. This is called <strong>alignment<\/strong>. In a well-aligned course, every element should support\/align with the achievement of the learning outcomes: the content, the learning activities, and the assessments.<\/p>\n<div>\n<h2>Why backward design matters<\/h2>\n<p>Backward design is important for both learners and instructors. <strong>For learners<\/strong>, it clarifies course expectations, i.e., what you expect that they should know and be able to do by the end of the course. This kind of transparency can help to guide the way they approach their learning in the course (Kolomitro &amp; Gee, 2015), and increases their motivation to engage in course activities (Darby &amp; Lang, 2019). As Nilson and Goodson (2018) explain, it\u2019s important to explain to learners why<\/p>\n<blockquote><p>. . . you designed, organized, and developed the course the way you did. . . . Students do not assume that everything you do is well considered, or for their own good . . . and they have no idea of the research behind your choices. In fact, their perceptions of course quality and utility have an impact on their motivation and entire online experience. (p. 114)<\/p><\/blockquote>\n<p><strong>For instructors<\/strong>, backward design helps to ensure that appropriate learning activities and content are selected, i.e., that they effectively support and prepare learners for the assessments, setting them up for success and mitigating any potential concerns about \u201cbusy work\u201d and unclear connections between assessments and content.<\/p>\n<p>Once we\u2019ve done this crucial work, it is important to make it <strong>transparent to our learners<\/strong>, who might not otherwise understand why we\u2019re asking them to engage in certain course activities. Showing them the relevance of what we\u2019re asking them to do will increase their motivation to engage in course activities and promote their understanding of how to learn.<\/p>\n<\/div>\n<div class=\"advanced\">\n<p>Quality Advanced<\/p>\n<h2><a id=\"StrategiesMakingCourseDesignTransparent\" href=\"\"><\/a>Strategies for \u201cmaking course design transparent\u201d<\/h2>\n<p>\u201cTransparent teaching methods help students understand <strong>how<\/strong> and <strong>why<\/strong> they are learning course content in particular ways&#8221; (Winkelmes, 2014).<\/p>\n<p>If you are interested in further exploring transparent teaching methods, take a look at the list of <strong>instructor-created examples<\/strong> of <a href=\"https:\/\/tilthighered.com\/transparency\" target=\"_blank\" rel=\"noopener\">Transparent Methods<\/a> from the <a href=\"https:\/\/tilthighered.com\/\" target=\"_blank\" rel=\"noopener\">Transparency in Teaching and Learning Project<\/a>. This site will help you to generate ideas for providing explicit information to students about the teaching and learning practices you use in your course.<\/p>\n<\/div>\n<h2><a id=\"ExamplesHowBackwardsDesignWorks\" href=\"\"><\/a>Examples of how backward design works<\/h2>\n<p>A useful way to ensure that your course is well-aligned is to complete an alignment chart (also known as a course map). An alignment chart lists the course and module learning outcomes and the associated assessments, content topics, and activities as they align to those learning outcomes. Module learning outcomes should align with course learning outcomes.<\/p>\n<table style=\"height: 195px\">\n<caption>Example of a module-level alignment chart<\/caption>\n<thead>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"col\">Week<\/th>\n<th style=\"height: 15px;width: 121.359px\" scope=\"col\">Module Number<\/th>\n<th style=\"height: 15px;width: 122.062px\" scope=\"col\">Topics\/Concepts<\/th>\n<th style=\"height: 15px;width: 156.875px\" scope=\"col\">Learning Outcome(s)<\/th>\n<th style=\"height: 15px;width: 182.844px\" scope=\"col\">Bloom&#8217;s Taxonomy Level<\/th>\n<th style=\"height: 15px;width: 539.234px\" scope=\"col\">Activities and\/or Assessments (e.g., quiz, written assignment, discussion)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">1<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">2<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">3<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">4<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">5<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">6<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">7<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">8<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">9<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">10<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">11<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<th style=\"height: 15px;width: 42.7656px\" scope=\"row\">12<\/th>\n<td style=\"height: 15px;width: 121.359px\"><\/td>\n<td style=\"height: 15px;width: 122.062px\"><\/td>\n<td style=\"height: 15px;width: 156.875px\"><\/td>\n<td style=\"height: 15px;width: 182.844px\"><\/td>\n<td style=\"height: 15px;width: 539.234px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Below we&#8217;ve provided some examples of <strong>alignment charts<\/strong>, at both the module and course levels, across several disciplines.<\/p>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Module-level alignment charts<\/h3>\n<ul>\n<li><strong>Example 1<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/english-literature-course.pdf\" target=\"_blank\" rel=\"noopener\">English Literature course<\/a> (PDF); Credit: Kate Lawson, Department of English Language and Literature, University of Waterloo.<\/li>\n<\/ul>\n<ul>\n<li><strong>Example 2<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/intro-to-statistics-course.pdf\" target=\"_blank\" rel=\"noopener\">Intro to Statistics course<\/a> (PDF); Credit: Marie Lippens, WatSPEED, University of Waterloo (adapted from OpenIntro Stats).<\/li>\n<\/ul>\n<ul>\n<li><strong>Example 3<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/psychology-basic-processes-of-behaviour.pdf\">Psychology \u2013 Basic Processes of Behaviour<\/a> (PDF); Credit: Domenica De Pasquale, School of Interdisciplinary Studies, Conestoga College.<\/li>\n<\/ul>\n<ul>\n<li><strong>Example 4<\/strong>: <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/capstone-ii-organizational-consulting-project.pdf\">Capstone II \u2013 Organizational Consulting Project<\/a> (PDF); Credit: Dubravka Bright, School of Business, Conestoga College.<\/li>\n<\/ul>\n<h3>Course-level alignment chart<\/h3>\n<p>In this final example, <strong>course learning outcomes<\/strong> are mapped onto <strong>course activities<\/strong>, and learner-centred language is used to set an inviting and accessible tone.<\/p>\n<ul>\n<li><strong>Example 5<\/strong>: <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2021\/12\/Cultural-Identities-%E2%80%93-Truth-Reconciliation-Story.pdf\">Cultural Identities \u2013 Truth-Reconciliation-Story<\/a> (PDF); <strong>Credit<\/strong>: James Skidmore, Department of Germanic and Slavic Studies, University of Waterloo.<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<h2>A (meta)example of how a course-level alignment chart could work<\/h2>\n<div class=\"example\">\n<h3>How we did this in this course<\/h3>\n<p>Your module learning outcomes should align with your course learning outcomes. Take a look at the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Course_Level_Alignment_Chart.pdf\" target=\"_blank\" rel=\"noopener\">Course-Level Alignment Chart<\/a> (PDF) we created for this course to see how we aligned our module learning outcomes with our course learning outcomes.<\/p>\n<p class=\"copyright\">Credit: Laura Shannon, Queen&#8217;s University<\/p>\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Module-LevelAlignmentChartDocument\" href=\"\"><\/a>Activity: Module-level alignment chart<\/h2>\n<p><strong>Learning outcomes<\/strong><\/p>\n<p>This activity is directly aligned with\u00a0<strong>Course Learning Outcome (CLO) 2<\/strong>:\u00a0Develop a set of learning outcomes for your online course that are explicit, assessable, and measurable.<\/p>\n<p><strong>Instructions<\/strong><\/p>\n<p>Equipped with the above examples to guide you, <strong>create your own module-level alignment chart\/course map<\/strong>.<\/p>\n<p><strong>Option 1:<\/strong>\u00a0 Download the\u00a0<a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Module-level_Alignment_Chart_Worksheet_Edited.docx\" target=\"_blank\" rel=\"noopener\">Module-Level Alignment Chart<\/a> (DOCX) to create a Word version to complete offline.<\/p>\n<p><strong>Option 2:<\/strong>\u00a0 Complete the activity inline below. If you wish to save your inline results, be sure to download your work by clicking the <strong>Export <\/strong>tab at the bottom of the left-hand navigation bar in the activity before moving on.<\/p>\n<p>Please note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.<\/p>\n<div id=\"h5p-11\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-11\" class=\"h5p-iframe\" data-content-id=\"11\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Module-level alignment chart\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Course-LevelAlignmentChartDocument\" href=\"\"><\/a>Activity: Course-level alignment chart<\/h2>\n<p><strong>Learning outcomes<\/strong><\/p>\n<p>This activity is directly aligned with <strong>Course Learning Outcome (CLO) 2<\/strong>:\u00a0Develop a set of learning outcomes for your online course that are explicit, assessable, and measurable.<\/p>\n<p><strong>Instructions<\/strong><\/p>\n<p>Now that you\u2019ve created your module-level outcomes, you\u2019ll want to make sure that they align with your course-level outcomes. A good way to do this is to<strong> complete a Course-Level Alignment Chart<\/strong>.<\/p>\n<p><strong>Option 1:\u00a0 <\/strong>Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M1_Course-level_Alignment_Chart_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Course-Level Alignment Chart<\/a> (DOCX) to create a Word version to complete offline.<\/p>\n<p><strong>Option 2:\u00a0 <\/strong>Complete the activity in-line below. 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