Backward Design Research Articles

메타버스와 인공지능을 반영한 최신 음악교육매체 기반예비교사 교육과정 적용 및 경험 탐색

The study aims to examine experiences and draw implications by designing and applying a pre-service teacher curriculum based on the latest media in music education that reflects of the metaverse and artificial intelligence. Using backward design as stage, 15-session curriculum was planned, and appropriate media were selected for each session. To analyze the experience of pre-service teachers, the survey was planned with 8 TPACK questions of technological pedagogical content knowledge and 9 questions of instructional self-efficacy, and the subjective experience was closely examined by analyzing reflective journals, performance tasks, observation diaries, and learning management systems (LMS). As a result, a significant increase in the mean TPACK scores of pre-service teachers was observed. Observations indicated that tailored learning tools could be developed using media functions, and media-based instruction methods were effectively recognized. Descriptive analysis of the self-efficacy survey revealed high average scores, particularly in 'motivation' and 'instruction planning suitable for social flow,' while 'strategies for underachievement' showed relatively low scores. To improve the media-based curriculum: First, media-based curricula should be implemented considering the various levels of prospective teachers and should have sufficient time. Second, suitable media must be selected in elementary classrooms, considering student differences, and a curriculum addressing underachievement is needed. Third, a stable digital environment should be ensured through regular checks of equipment, with additional support for headsets during sound editing. This study hopes to help pre-service teachers enhance their technological pedagogical content knowledge and develop media-based music education for the digital age.

The Collaborative Development of an Online Planning Tool for Teachers in Norway: Study Protocol for DigUp

Instructional planning is acknowledged as an important factor influencing the quality of classroom teaching. DigUp is a Research and Innovation in the Public Sector project which has received funding from the Research Council of Norway. Using a design-based research methodology, the objectives of DigUp are to design, trial, optimise and disseminate an online, didactic planning tool for teachers and to investigate how teachers use and experience the digital planning tool. The innovation part of the project has been developed in a close collaboration between researchers and practitioners in primary and lower secondary school. It applies perspectives from backward design, inquiry-based learning and disciplinary literacy. A combination of quantitative and qualitative data has been collected, providing the empirical basis for a research-based online tool that supports teachers in their planning. This protocol paper presents the background, design process and future research plan for the project.

Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process

Background Learning outcomes are essential in education, guiding both educators and learners towards desired knowledge, skills, and competencies. The backward design process offers a structured approach to curriculum planning, but its integration with actionable, SMART (Specific, Measurable, Achievable, Relevant, Time-bound) learning outcomes needs further exploration. Goal This guide aims to introduce the concept of "A-SMART" learning outcomes and demonstrate their integration into the backward design process, focusing on outcomes that begin with action verbs. Methods The guide outlines a three-stage curriculum planning approach: (i) define desired results, (ii) determine acceptable evidence of learning, and (iii) plan learning activities. It emphasizes the importance of starting with action verbs in formulating learning outcomes, aligning with Stage 1 of backward design and facilitating the transition to Stage 2 (assessment development). Results By following this guide, educators will acquire tools to develop effective "A-SMART" learning outcomes. This approach immediately advances to Stage 2 of backward design, improving educational practices and ensuring alignment with assessment methods. The guide provides strategies for formulating outcomes that are Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based. Conclusions The integration of A-SMART learning outcomes into the backward design process offers a more cohesive and effective educational framework. This approach enhances clarity for learners, provides guidance for instructors, enables more effective assessments, and improves overall learning experiences. The guide also addresses potential challenges in formulating A-SMART outcomes and suggests solutions, including the use of AI tools for inspiration and critical review.

The Backward Design of “Scientists who changed the world”

The Backward Design of “Scientists who changed the world”

Agile Backward Design: A Framework for planning higher education curriculum

AbstractIn the last two decades there has been an increase in research and discussion regarding curriculum in Higher Education (HE). The literature in this field tends to focus on curriculum change at either the whole institution or individual program or unit level. Formal writing on HE curriculum also does not offer a framework that openly draws upon context, learner needs, pedagogical approaches, and industry requirements to formulate a collaborative model of curricular development. To fill these gaps in HE curriculum discussion and literature the aim of this study was to develop a cross-disciplinary model applicable to both unit (academic module that makes up a program) and program (degree) levels of curriculum development by enabling academics to generate and structure engaging learning opportunities for students. The research team developed this model by drawing on elements of Agile mindset and Backward Design. We call it Agile Backward Design (ABD). This paper reports on this new approach to curricular design. A critical reflective inquiry approach was used to discuss the development of the model. To report the transformation that was made at the program and unit level a case study was employed. In ABD, the researchers have constructed a dynamic and responsive framework that has been foundational in the design and development of innovative curriculum and pedagogy at the unit and program level of undergraduate degrees in the IT discipline area.

Transitioning to the New Normal and Beyond: Maximizing Students’ Active Learning in Task-Supported Curricula

ABSTRACT Amid the lingering impacts of COVID-19, consistently shifting between online and face-to-face educational settings can be particularly challenging for language teachers and learners. Regardless of the learning environment, it is crucial to provide language learners with opportunities to engage in interactive and communicative activities both in and outside the classroom. In the context of a liminal pandemic era, this article aims to share task-supported learning activities developed for Korean learners at the beginner level. The developed task set contains in-class and out-of-class tasks focused on developing the three modes of communication (interpretive, interpersonal, and presentational) and intercultural competence. Given as open educational resources (OER), these collaboratively developed tasks have been piloted across two higher education settings in the United States, demonstrating their sustainability in various learning environments, whether they be online, in person, or hybrid. These tasks that are designed based on the backward design process provide a systematic roadmap for the transition from perception-based tasks to production-based tasks that adhere to the NCSSFL-ACTFL Can-Do Statements (2017). Students’ reflections and instructors’ observations indicate that these tasks and assessment tools are beneficial in developing students’ language capacities, intercultural competencies, and sense of achievement in learning.

Development and evaluation of a training curriculum to engage researchers on accessing and analyzing the All of Us data.

The All of Us Evenings with Genetics (EwG) Research Program at Baylor College of Medicine (BCM), funded to engage research scholars to work with the All of Us data, developed a training curriculum for the Researcher Workbench, the platform to access and analyze All of Us data. All of Us EwG developed the curriculum so that it could teach scholars regardless of their skills and background in programming languages and cloud computing. All of Us EwG delivered this curriculum at the first annual All of Us EwG Faculty Summit in May 2022. The curriculum was evaluated both during and after the Faculty Summit so that it could be improved for future training. Surveys were administered to assess scholars' familiarity with the programming languages and computational tools required to use the Researcher Workbench. The curriculum was developed using backward design and was informed by the survey results, a review of available resources for training users on the Researcher Workbench, and All of Us EwG members' collective experience training students. The curriculum was evaluated using feedback surveys during the Faculty Summit as well as virtual meetings and emails following the Faculty Summit. The evaluation results demonstrated the success of the curriculum and identified areas for improvement. The curriculum has been adapted and improved in response to evaluations and in response to changes to the All of Us data and infrastructure to train more researchers through this program and other scholarly programs.

Development of a sexual consent intervention for adolescents with intellectual and developmental disabilities.

Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence-based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. The Sexual Health Equity Project team used a Community-Based Participatory Research approach to develop a four-module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. The resulting sexual consent intervention, Ask Me First-Choices, is comprised of four modules covering topics including definition of sexual consent; decision-making strategies and practice; communicating consent and refusal, identifying situations of consent and non-consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence-base of sexuality education for adolescents with intellectual and developmental disabilities.

Development and Application of AI Teaching and Learning Model based on Backward Design for using AI Digital Textbook

Development and Application of AI Teaching and Learning Model based on Backward Design for using AI Digital Textbook

Generative AI as a Catalyst to Elevate School Health Education

Comprehensive school health education (HE), despite its link to enhancing both student health and academic achievement, often faces barriers to effective implementation. As pedagogical strategies evolve to integrate traditional methods with technological innovations like artificial intelligence (AI), the adoption of innovation in HE preparation and instruction becomes vital to maintain its relevance and increase student achievement. Leveraging generative AI holds immense promise for enhancing the HE curriculum, instruction, assessment, and learning environment. Presently available AI tools, such as ChatGPT, can facilitate dynamic generation and adaptive modification of the HE curriculum, incorporating best practices such as backward design, standards-based alignment, and a focus on skill development. AI technology can also enhance inclusivity and equity by developing curricula that incorporate academic supports and principles such as Universal Design for Learning to better tailor lessons to accommodate student needs. Assessment can be improved through the creation and modification of unique formative and summative evaluations. Additionally, supplemental activities and teaching strategies can be generated tailored to identified areas of growth. Finally, AI holds immense promise for multi-subject standard integration and collaboration aligning with the Whole School, Whole Community, Whole Child model. Through the considerate use of AI, educators can foster a more responsive and effective HE learning environment that aligns with the diverse and evolving needs of students.

Backward design and authentic performance tasks to foster English skills: Perspectives of Hungarian teacher candidates

Backward design and authentic performance tasks to foster English skills: Perspectives of Hungarian teacher candidates

과정 중심 평가가 반영된 인공지능 기초 수업이 고등학생의 융합적 사고력, 협력적 문제 해결력에 미치는 효과

Objectives This study analyzes the effects of an artificial intelligence basic course with process-focused assessment on high school students' integrative thinking and collaborative problem-solving abilities. Methods The study was conducted with 63 high school students in Seoul as the control group and 61 as the experimental group. The experimental group took classes incorporating process-focused assessment for the ‘Data and Machine Learning’ unit of the basic artificial intelligence course, while the control group took classes using the existing textbook for the same unit. For the process-focused assessment classes, 7 lessons were developed based on the backward design model, and the validity of the lesson content and measurement tools was verified through a Delphi survey with 13 experts. Pre and post-tests were conducted to measure integrative thinking and collaborative problem-solving abilities, and t-tests were performed for statistical analysis of the test results. Additionally, interviews with students who participated in each class and their performance assessment results were qualitatively analyzed. Results Analysis of the pre and post-test results showed that both groups showed statistically significant differences in all areas of integrative thinking and collaborative problem-solving abilities. However, compared to the existing classes, the process-focused assessment classes showed statistically significant improvements in the overall integrative thinking area and the collaborative problem-solving areas of joint problem analysis and definition, solution implementation, and evaluation and reflection. Furthermore, the qualitative analysis revealed that the experimental group outperformed the control group in terms of the quality and quantity of student feedback and task performance results. Conclusions The artificial intelligence basic course incorporating process-focused assessment improved high school students' integrative thinking and collaborative problem-solving abilities. The backward design model is an appropriate teaching method for implementing process-focused assessment, and further research is needed on an instructional model that includes steps and procedures for process-focused assessment classes that teachers can easily reference based on this study.

A Road Map for Planning Course Transformation Using Learning Objectives.

The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature.We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.

Deep learning-based inverse design of multi-functional metasurface absorbers.

A novel approach-integrating a simulated annealing (SA) algorithm with deep learning (DL) acceleration-is presented for the rapid and accurate development of terahertz perfect absorbers through forward prediction and backward design. The forward neural network (FNN) effectively deduces the absorption spectrum based on metasurface geometry, resulting in an 80,000-fold increase in computational speed compared to a full-wave solver. Furthermore, the absorber's structure can be precisely and promptly derived from the desired response. The incorporation of the SA algorithm significantly enhances design efficiency. We successfully designed low-frequency, high-frequency, and broadband absorbers spanning the 4 to 16 THz range with an error margin below 0.02 and a remarkably short design time of only 10 min. Additionally, the proposed model in this Letter introduces a novel, to our knowledge, method for metasurface design at terahertz frequencies such as the design of metamaterials across optical, thermal, and mechanical domains.

Cultivating a Meaningful Application of IMFs through Backward Laboratory Course Design.

This paper describes the development of a first- and second-year inquiry-based laboratory course focused on the development of a meaningful application of intermolecular forces (IMFs). Instead of broad expository coverage of topics, we used backward design: the techniques and concepts for the course were structured around what students are expected to be able to do at the end-individually isolate caffeine from a consumer product as a culminating lab practical, using IMFs to justify solvent choices and determining procedural details. We have found that instructors can select a challenging multilevel experiment that incorporates the application of IMFs in multiple ways and backward design the course so that students are able to complete this experiment individually and autonomously at the end of the semester. By incorporating evidence-based pedagogies to foster meaningful learning and repetition of techniques and IMF concepts in different contexts, we promoted opportunities to learn from mistakes and prioritized student decision making. This approach involved faculty collaboration and spanned several semesters of iteration. In our experience, a cumulative lab practical motivates students to learn the techniques and take responsibility for learning. We propose that the backward design process with a central theme, such as the application of IMFs in our case, is especially well suited to planning a chemistry laboratory course. However, even with an entire laboratory course centered around applications of this critical concept, we discovered there were still gaps in students' abilities to apply IMFs.

Assessing First-Year (M1) Medical Students’ Understanding of Blood Glucose Control Using a “Backward Design” Asynchronous Physiology Lecture

Introduction: Backward design, an instructional model outlined by Wiggins and McTighe, emphasizes identifying key learning outcomes (LOs) that students must be able to perform after learning about a topic. It requires educators to first develop authentic assessments aligned with the key LOs, which form the basis of course content and activities. The majority of medical students across the United States encounter lecture-based learning in their first two years of basic sciences curriculum with little opportunity for hands-on training to build on necessary learning skills for future application in the clinic. Compared to traditional lecturing, a backward-designed session with planned activities may better develop medical students’ critical thinking and problem-solving skills. Our goal was to redesign a traditional first-year medical school lecture using the backward design model, and compare student perceptions and understanding of key concepts. Methods: We redesigned a traditional lecture on the topic, “Blood Glucose Control” from Fall 2022, using a backward design framework, and delivered it in Fall 2023. For redesign, we re-evaluated our LOs, and ensured that they aligned with the four assessment questions that we developed, which were used to build session content. We then compared student perceptions of learning and their performance on assessments between the two years. In both years, this topic was delivered asynchronously along with four assessment questions in the foundational course offered to 125 first-year medical students (M1s). Results: LOs were edited to include specific concepts that were tested on the four assessment questions. Upon mapping, we found that certain learning objectives were not adequately covered in the lecture, so we followed an iterative process to edit lecture content and created two activities, such as a clinical case branching scenario and a drag-and-drop activity. Of the 125 M1s, the four assessment questions in the years 2022 and 2023 were completed by a total of 50 and 60 students respectively. The average score for M1 students in Fall 2022 was 68.3562 (SEM=4.241577536) while those for students in Fall 2023 was 72.76966667 (SEM=3.655350463) ( p=0.617). Conclusion: Our results demonstrate an upward movement of the average score among students from Fall 2023 when a backward-design framework was used, compared to that of Fall 2022 students who received the traditional lecture. Although not statistically significant, the backward-design framework benefitted medical student performance when compared to traditional lecturing. Additionally, our research introduces innovative ways of incorporating interactive student activities in an asynchronous lecture that medical educators can implement into their own courses. Our future directions include comparing student perceptions between the two lecturing styles and correlating it with their performance. No funding sources to disclose. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Adopting Trauma-Informed Approaches to Teaching & Learning in Health & Exercise Sciences: a Case Study

The School of Health & Exercise Sciences at the University of British Columbia Okanagan offers a competency-based undergraduate program that prepares students for professional practice in kinesiology and allied health, clinical exercise physiology, and/or health behaviour change. In delivering this program, we aim to 1) provide a safe and inclusive learning environment for all students, and 2) intentionally prepare students for equity-minded and anti-oppressive professional practice. To support both of these goals, we have recently embarked on a multipronged initiative to implement trauma-informed approaches to teaching and learning across our program. Trauma-informed approaches are critical due to the high prevalence of trauma exposure in both the university student and general adult population. Since people from historically, persistently or systemically marginalized groups are more likely to have experienced trauma, trauma-informed approaches should be considered an essential tool for supporting equity and inclusion in higher education. Finally, trauma-informed practice is especially relevant in a discipline like ours, where learning activities and professional practice commonly involve close examination of the body, touching, and other potentially triggering interactions and events. We have taken several steps to support the adoption of trauma-informed teaching practices in our School. These include characterizing the need for trauma-informed approaches in our laboratory courses, selecting an appropriate framework to guide our recommendations, creating an educator guide for designing and facilitating trauma-informed learning experiences, and developing and launching a training program for instructors and teaching assistants. We have also made progress with integrating learning about trauma-informed approaches into our curriculum. To support backward design, we defined one program-level competency related to trauma-informed practice, with five associated learning outcomes. These learning outcomes have been mapped across the curriculum to support mastery of the competency by graduation. This year, we employed two different instructional approaches (large vs. small group and instructor-led vs. guest expert-led sessions) in one first- and fourth-year course (n=209 and 100 students, respectively). Formative assessments indicate that individual learning outcomes were attained by 72-91% of students. Summative assessments of learning and student evaluations of instruction and perceived learning are forthcoming. Here we describe a comprehensive effort to revise both pedagogy and curriculum in support of trauma-informed teaching and learning in health and exercise sciences. By sharing our process, early successes, and lessons learned, we offer a valuable example for educators and educational designers across disciplines related to human anatomy, physiology, and health. This work is happening on the traditional, ancestral, and unceded territory of the Syilx Okanagan people and is supported by the UBCO School of Health & Exercise Sciences and the UBCO Sexual Violence Prevention & Response Offce. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

UbD의 백워드 디자인을 적용한 예비교사 음악교육매체 교육과정 개발

The Ministry of Education has announced in the revised 2022 curriculum that classes should be designed and conducted using various media. This study aims developing a curriculum to cultivate the skills of pre-service teachers to design and deliver music lessons using various media. The curriculum was designed and the media type selected according to the three phases of UbD's Backward Design 2.0, which provides systematic steps and guidelines. In order to select an optimized application program media, the media was analyzed by taking into account the Bates’ ACTIONS in addition. In the first step, understanding and educational use of various media, including the latest technologies, were selected as goals of enduring understanding, and the educational goals were formulated by considering six aspects of understanding. In the second phase, performance task criteria were selected according to the GRASPS guidelines. In the third phase, the curriculum was designed by selecting learning contents and teaching plans considering WHERETO to achieve clear objectives and evaluation criteria. Based on this, a music education media curriculum for pre-service teachers was developed for a class consisting of 15 sessions, its validity was verified by a group of experts, and their opinions were accepted and reorganized. In this curriculum, pre-service teachers learn to design music classes by understanding and using various media, such as audiovisual media, metaverse and artificial intelligence media, and artificial intelligence-based composition media, etc. The results of the study suggest that the UbD's backward design provides a clear pedagogical direction of fostering pre-service teachers' media literacy through the immediate transformation of learning objectives and evaluation criteria, and is effective in learning design for understanding and practical use of media, and can select the appropriate media for the designed educational plan. It is hoped that the curriculum developed in this study will help develop the media literacy skills of pre-service teachers and advance music education.

IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL (TARL) TERINTEGRASI KONSEP UNDERSTANDING BY DESIGN (UBD) UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA SMA PADA PEMBELAJARAN BIOLOGI

Teaching at the right level (Tarl) is a student-centered learning approach where students are grouped into groups with certain cognitive levels. Meanwhile, Understanding by Design (Ubd) is a reverse learning design or backward design where the process consists of determining objectives, then assessing and compiling learning activities which, if integrated, will be able to achieve optimal learning objectives and increase learning motivation. This research aims to determine whether the implementation of teaching at the right level (Tarl) integrated with the concept of Understanding by design (Ubd) can increase students' learning motivation at Surya Wisata Kediri Tabanan Senior High School. This type of research is classroom action research (PTK), using a cycle design from Kemmis & Mc Taggard. The location of this research is at Surya Wisata Kediri High School in class X MIPA 1 with research subjects of 32 students. Based on the research, the results obtained are that the implementation of the Teaching at the Right Level (TaRL) approach integrated with the Understanding by Design (UBD) concept can increase students' learning motivation, where in the pre-cycle the percentage of students was in the low category, in the first cycle the percentage was 24.21%. Student motivation increased to 59.24% in the medium category and in cycle II it increased to 80.56% in the high category. So it can be concluded that the implementation of the Teaching at the Right Level (TaRL) approach integrated with the concept of Understanding by Design (UbD) can increase high school students' learning motivation in learning biology.

Students’ Perceptions of Applying the GRASPS Framework from the Backward Design Model in Learning English as a Foreign Language

Students’ Perceptions of Applying the GRASPS Framework from the Backward Design Model in Learning English as a Foreign Language