Edelson,
There is a particular design method in instructional design that I've found
to be applicable to other areas of Design practice, especially data-driven
design (dx3). This method may be present in other fields by other names.
The approach is sometimes known as "backwards design". Roughly, it consists
of four steps in a continuous process.
1. Goals: Identify instructional goals
2. Assessments: Identify assessments that measure whether the goals have
been met
3. Instruction: Design instructional experiences that are expected to "move
the needle" on the assessments
4. Continuous Alignment: Ensure that goals, assessments and instruction are
aligned, making changes as necessary
This process typicality involves an "alignment chart" with one row per
unique goal-assessment-instruction triad.
The alignment process is very important. That's because it is very common
to find instructional approaches that will "move the needle" on the
assessments but that do not really address the underlying instructional
goal. This alignment process often prompts designers to develop more robust
assessments and to more carefully describe their goals.
I've found that this "backwards design" approach is useful to apply within
other data-driven design process. Measurable assessments tend to be much
more specific and actionable than goals, which can be rather vague. The
assessment orientation gives designers more clarity and helps keep teams
focused. The approach is called "backwards", because it is more common for
assessments to be built after the instructional activities are designed.
One potential limitation is that this approach always involves "teaching to
the test." Perhaps that's not a bad thing, provided that it is a good test.
However, that critical thought process (avoiding meaningless teaching to
the test) is exactly what one uses during the alignment phase, as one
critiques whether the instruction really acheives the goal, or merely
satisfies the assessment.
A brief write up of this process can be found in the following book:
Wiggins, G. P., & McTighe, J. (2005). *Understanding by design*. Ascd.
Best,
Derek Lomas
On Mar 11, 2017 4:01 PM, "PHD-DESIGN automatic digest system" <
[log in to unmask]> wrote:
There are 6 messages totaling 671 lines in this issue.
Topics of the day:
1. Study about design and education (2)
2. Useful online editing tool: Grammarly (3)
3. Employment opportunity - KPU - Canada
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Date: Sat, 11 Mar 2017 10:10:36 +0800
From: Terence Love <[log in to unmask]>
Subject: Re: Study about design and education
Dear Edelson,
Thank you for your message.
Perhaps the first thing to be clear is which fields are to be included as
'design'? That strongly shapes how to address the epistemological and
theory perspectives.
If you are meaning only the 'Art and Design' design fields or a subset of
them, then its is a very different picture than if you include all the
1000 or so fields that identify themselves as designing - including the
many design fields in Education (e.g. curriculum design, course design,
instructional design, assessment design, distance education design, adult
education instructional design, adult education program design etc). All of
these latter have a rich relevant bodies of material.
If you mean how do graphic/product design and art-related design fields
contribute to undergraduate education in Education? Then it’s a bit like
asking how does engineering design contribute to undergraduate education in
Education, and, by asking it as if it were engineering design then it
might offer some insights into epistemology and theory that could be
otherwise overlooked?
Warm regards,
Terry
-----Original Message-----
From: [log in to unmask] [mailto:owner-phd-design@jiscm
ail.ac.uk] On Behalf Of Ederson L Locatelli
Sent: Friday, 10 March 2017 7:16 PM
To: [log in to unmask]
Cc: PhD-Design - This list is for discussion of PhD studies and related
research in Design <[log in to unmask]>
Subject: Re: Study about design and education
Dear Terence,
thank you for your answer.
My phd is in education and your questions also are mine. There are many
things we have to pay attention because each point envolves an
epistemology, a theory, etc. So, this work envolves choices and maybe my
question, as I sent, was not enough to make clear.
If you have any paper with references from design area which can contribute
to design online courses, please tell me.
Best,
Ederson
2017-03-09 23:38 GMT-03:00 Terence Love <[log in to unmask]>:
> Dear Ederson,
>
> There is a substantial amount of literature on the design of distance
> education and many design subfield within Education specialising in
> design of different forms of education programs.
>
> It’s a problem that the nature of Google's algorithms make it hard to
> search for the topic using Google as it throws up too many spurious
results.
>
> Some things you might already be aware of and may be useful to draw
> on in your research:
>
> 1. There is already a large field of Education Program Design within
> the field of Education that has a variety of substantial literatures
> including in the design of distance learning/ Distance education.
> 2. There is a substantial secondary literature of design guidelines on
> the design of distance learning programs (e.g.
> https://www.fortlewis.edu/
> Portals/251/Docs/FLC%20Distance%20Education%20%20Handbook%20v3.pdf )
> 3. There are substantial bodies of literature on distance learning
> outside Education Design. Examples include design opf programs of
> streetwork and community development in Youth Work where street work
> and community development are regarded as primarily remote voluntary
> education. See also literature on remote education in relation to
community participation in planning/politics/...
> 4. There is a body of work on androgogical program design that
> includes a substantial element of design or remote education .
> Androgogy is the proper name for educational programs for adults -
> 'pedagogy' is about teaching children - tho' I guess that is how some
> undergrads behave :-) 5. There is another substantial body of
> literature on the design of distance education programs in development
> situations - think Paolo Friere's work and similar. Ditto literature
> on design or distance missionary education.
> 6. There is a body of literature on the design of continued
> professional development programs for professionals in various fields
> (see, for example that of the ACM and IMechE) 7. There is a huge and
> sometimes quite dodgy body of currently emerging literature
> distributed by email and website on the design of distance education
> programs that are delivered via the internet. (Think Udemy, Thinkific,
> Teachable, Coursera, Powtoons etc).
>
>
> Best wishes,
> Terence
>
> --
> Dr. Terence Love
> Praxis Education
> Academic and Professional Publishers
> PO Box 226, Quinns Rocks
> Western Australia 6030
> Tel: +61 (0)4 3497 5848
> Fax:+61 (0)8 9305 7629 <+61%208%209305%207629>
> [log in to unmask]
> (Trading name of Love Services Pty Ltd)
> --
>
>
>
> -----Original Message-----
> From: [log in to unmask] [mailto:owner-phd-design@
> jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> Sent: Friday, 10 March 2017 4:56 AM
> To: PhD-Design - This list is for discussion of PhD studies and
> related research in Design <[log in to unmask]>
> Subject: Study about design and education
>
> Dear all,
>
> I´m studying for my phd thesis *how design can contribute for the
> conception and creation of the undergraduate distance course in
> Pedagogy/Education. *
>
> I´d like to know if somebody studies this or has a paper about this
> subject to indicate.
>
> Thanks!
>
>
> --
> Ederson Locatelli
> http://about.me/elocatelli
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]> Discussion of PhD
> studies and related research in Design Subscribe or Unsubscribe at
> https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
>
--
Ederson Locatelli
http://about.me/elocatelli
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Date: Sat, 11 Mar 2017 13:44:51 -0300
From: Ederson L Locatelli <[log in to unmask]>
Subject: Re: Study about design and education
Thank you Terry for an online supervision.
Your questionas are very important.
Tha focus of my thesis is on curriculum design.
Best!
Ederson
2017-03-10 23:10 GMT-03:00 Terence Love <[log in to unmask]>:
> Dear Edelson,
>
> Thank you for your message.
>
> Perhaps the first thing to be clear is which fields are to be included as
> 'design'? That strongly shapes how to address the epistemological and
> theory perspectives.
>
> If you are meaning only the 'Art and Design' design fields or a subset of
> them, then its is a very different picture than if you include all the
> 1000 or so fields that identify themselves as designing - including the
> many design fields in Education (e.g. curriculum design, course design,
> instructional design, assessment design, distance education design, adult
> education instructional design, adult education program design etc). All
of
> these latter have a rich relevant bodies of material.
>
> If you mean how do graphic/product design and art-related design fields
> contribute to undergraduate education in Education? Then it’s a bit like
> asking how does engineering design contribute to undergraduate education
in
> Education, and, by asking it as if it were engineering design then it
> might offer some insights into epistemology and theory that could be
> otherwise overlooked?
>
> Warm regards,
> Terry
>
>
> -----Original Message-----
> From: [log in to unmask] [mailto:owner-phd-design@
> jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> Sent: Friday, 10 March 2017 7:16 PM
> To: [log in to unmask]
> Cc: PhD-Design - This list is for discussion of PhD studies and related
> research in Design <[log in to unmask]>
> Subject: Re: Study about design and education
>
> Dear Terence,
> thank you for your answer.
>
> My phd is in education and your questions also are mine. There are many
> things we have to pay attention because each point envolves an
> epistemology, a theory, etc. So, this work envolves choices and maybe my
> question, as I sent, was not enough to make clear.
>
> If you have any paper with references from design area which can
> contribute to design online courses, please tell me.
>
> Best,
> Ederson
>
>
> 2017-03-09 23:38 GMT-03:00 Terence Love <[log in to unmask]>:
>
> > Dear Ederson,
> >
> > There is a substantial amount of literature on the design of distance
> > education and many design subfield within Education specialising in
> > design of different forms of education programs.
> >
> > It’s a problem that the nature of Google's algorithms make it hard to
> > search for the topic using Google as it throws up too many spurious
> results.
> >
> > Some things you might already be aware of and may be useful to draw
> > on in your research:
> >
> > 1. There is already a large field of Education Program Design within
> > the field of Education that has a variety of substantial literatures
> > including in the design of distance learning/ Distance education.
> > 2. There is a substantial secondary literature of design guidelines on
> > the design of distance learning programs (e.g.
> > https://www.fortlewis.edu/
> > Portals/251/Docs/FLC%20Distance%20Education%20%20Handbook%20v3.pdf )
> > 3. There are substantial bodies of literature on distance learning
> > outside Education Design. Examples include design opf programs of
> > streetwork and community development in Youth Work where street work
> > and community development are regarded as primarily remote voluntary
> > education. See also literature on remote education in relation to
> community participation in planning/politics/...
> > 4. There is a body of work on androgogical program design that
> > includes a substantial element of design or remote education .
> > Androgogy is the proper name for educational programs for adults -
> > 'pedagogy' is about teaching children - tho' I guess that is how some
> > undergrads behave :-) 5. There is another substantial body of
> > literature on the design of distance education programs in development
> > situations - think Paolo Friere's work and similar. Ditto literature
> > on design or distance missionary education.
> > 6. There is a body of literature on the design of continued
> > professional development programs for professionals in various fields
> > (see, for example that of the ACM and IMechE) 7. There is a huge and
> > sometimes quite dodgy body of currently emerging literature
> > distributed by email and website on the design of distance education
> > programs that are delivered via the internet. (Think Udemy, Thinkific,
> > Teachable, Coursera, Powtoons etc).
> >
> >
> > Best wishes,
> > Terence
> >
> > --
> > Dr. Terence Love
> > Praxis Education
> > Academic and Professional Publishers
> > PO Box 226, Quinns Rocks
> > Western Australia 6030
> > Tel: +61 (0)4 3497 5848
> > Fax:+61 (0)8 9305 7629 <+61%208%209305%207629>
> > [log in to unmask]
> > (Trading name of Love Services Pty Ltd)
> > --
> >
> >
> >
> > -----Original Message-----
> > From: [log in to unmask] [mailto:owner-phd-design@
> > jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> > Sent: Friday, 10 March 2017 4:56 AM
> > To: PhD-Design - This list is for discussion of PhD studies and
> > related research in Design <[log in to unmask]>
> > Subject: Study about design and education
> >
> > Dear all,
> >
> > I´m studying for my phd thesis *how design can contribute for the
> > conception and creation of the undergraduate distance course in
> > Pedagogy/Education. *
> >
> > I´d like to know if somebody studies this or has a paper about this
> > subject to indicate.
> >
> > Thanks!
> >
> >
> > --
> > Ederson Locatelli
> > http://about.me/elocatelli
> >
> >
> > -----------------------------------------------------------------
> > PhD-Design mailing list <[log in to unmask]> Discussion of PhD
> > studies and related research in Design Subscribe or Unsubscribe at
> > https://www.jiscmail.ac.uk/phd-design
> > -----------------------------------------------------------------
> >
> >
>
>
> --
> Ederson Locatelli
> http://about.me/elocatelli
>
>
> -----------------------------------------------------------------
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> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
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>
>
--
Ederson Locatelli
http://about.me/elocatelli
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Date: Sat, 11 Mar 2017 12:18:40 -0600
From: Carma Gorman <[log in to unmask]>
Subject: Re: Useful online editing tool: Grammarly
Gunnar,
I used Turnitin for years at my last institution, and I would still be
using it now, *if* I had access to an institutional subscription (last I
checked, I didn't).
Turnitin is useful not so much because it tells the instructor/TA *and* the
student the overall percentage of content in each paper that comes from
other sources, but rather because it also *highlights* all of those
passages—whether plagiarized or properly quoted/cited—and indicates a url
where matching text was found. (However, the urls it finds are not always
the* original* sources, nor the same ones that the students have cited.
That is because—if you haven't noticed—there's a lot of plagiarism on the
internet. Thus the same passages of text sometimes appear on many different
websites. So I always checked to see if Turnitin's "citations" matched the
student's).
I haven't used Grammarly's plagiarism detector myself, but a colleague of
mine who has the paid version successfully used it to verify a suspected
case of plagiarism, and sent me the report. It does essentially the same
thing Turnitin does: it marks passages for which it can find close matches
somewhere on the internet, and provides the urls for those pages. This
makes it very, very easy for instructors to provide pretty airtight
supporting evidence for accusations of plagiarism, and very hard for
students to deny those accusations. That is helpful whether you merely want
to use the report as a springboard for a "teachable moment" in an
individual meeting with the student, or to report a student for a serious
breach of academic integrity.
The caveat, as you note, Gunnar, is that in both Turnitin and Grammarly, a
high overall percentage of borrowed content doesn't necessarily mean the
student plagiarized. Even if the overall percentage of borrowed content is
25% or 50%, the instructor still needs to look at each of the highlighted
passages to see whether the student cited them correctly or not. As in your
case,a 25% overall percentage doesn't mean that 25% of the paper is
*plagiarized*; it might just mean that there are a lot of perfectly
appropriately cited quotations. The instructor is responsible for
discerning whether that's the case or not. If everything is cited properly,
then there's no problem, regardless of what Turnitin says the overall
percentage of borrowed content is. (Though of course it's still at the
discretion of the instructor to say "Gunnar, 25% of your paper is quoted,
and it says in the syllabus that you should not exceed 15%, so I'm failing
you." But that's a somewhat different issue, and I would hope that a
reasonable instructor would recognize that some kinds of writing require
higher percentages of quoted materials than others.)
The other thing to be aware of is that neither Turnitin nor Grammarly can
catch *every* instance of plagiarism, because both rely on internet
searches to check for matching text. If one were to plagiarize an obscure
mid-century text that is not accessible online, then neither Turnitin nor
Grammarly would be likely to catch it. But a student who goes to the
trouble of finding such a source—which would require GOING TO AN ACTUAL
LIBRARY to a find a hard copy of such a book or journal article—is probably
not the kind of student who is likely to plagiarize. I get the sense that
most plagiarism occurs out of desperation, in the middle of the night, as a
deadline nears (and when the library is closed). Most plagiarized papers
I've seen are bricolages of easily located internet sources; there's
nothing particularly devious or clever about the plagiarism, it other
words. (On the other hand, it's possible I just haven't ever *caught* the
devious and clever plagiarizers...but I do remember in the early days of
the internet, pre-Turnitin and Google Books, I caught more than one person
because their writing tone noticeably shifted, and I was able to locate
those passages in books that I owned! But that was very slow work. And
that's why I'm a fan of Turnitin.)
C
CARMA GORMAN, Ph.D., Associate Professor and Assistant Chair
The University of Texas at Austin | Department of Art and Art History
+1 512-471-0901 <(512)%20471-0901> | [log in to unmask]
On Wed, Mar 8, 2017 at 10:33 AM, Gunnar Swanson <[log in to unmask]>
wrote:
> I haven’t used Grammarly or Turnitin. I’m curious whether they flag legit
> quotations as plagiarism. (From what I’d read, earlier versions of
Turnitin
> did.)
>
> Out of curiosity, I took something I wrote recently that I believe to be
> in no way plagiarized and counted quoted words. They added up to about a
> quarter of my essay. I’ve read multiple comments about universities or
> departments having a <15% Turnitin standard leaving me wondering whether
> that means a 14% plagiarized writing is okay with them and my
> non-plagiarized writing would not be.
>
>
> Gunnar
>
> Gunnar Swanson
> East Carolina University
> graphic design program
>
> http://www.ecu.edu/cs-cfac/soad/graphic/index.cfm
> [log in to unmask]
>
> Gunnar Swanson Design Office
> 1901 East 6th Street
> Greenville NC 27858
> USA
>
> http://www.gunnarswanson.com
> [log in to unmask]
> +1 252 258-7006
>
>
> -----------------------------------------------------------------
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Date: Sat, 11 Mar 2017 19:08:38 +0000
From: Victor Martinez <[log in to unmask]>
Subject: Employment opportunity - KPU - Canada
Dear PhD-Design colleagues,
The Wilson School of Design at Kwantlen Polytechnic University in Metro
Vancouver (CA) is looking for a new faculty member for its Product Design
program.
http://www.kpu.ca/product-design
PhD degree is not a minimum requirement but highly desirable. We are
looking for an individual with the desireand passion to help us grow our
program and built our research capabilities.
For more information please follow the link:
http://www.kpu.ca/hr/careeropportunity/17-32-instructor-
bachelor-design-product-design-program
Best regards,
Victor G. Martinez Ph.D
Faculty & Researcher
Wilson School of Design
Kwantlen Polytechnic University
www.kpu.ca/design
www.digitalphysicalities.com<http://www.digitalphysicalities.com>
www.vgmtheory.com<http://www.vgmtheory.com>
www.trophec.com<http://www.trophec.com>
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Date: Sat, 11 Mar 2017 16:06:58 -0500
From: Gunnar Swanson <[log in to unmask]>
Subject: Re: Useful online editing tool: Grammarly
Carma,
I agree with everything you wrote and have no problem with using the
software as you describe.
It’s the numerical standard thing that confuses me. I’ve read several
things where people say "Our department requires a number below 15%." (For
some reason, 15% is the number that keeps coming up.) That seems to imply
that the software is detecting plagiarism (or, conversely, originality
greater than 85%.) I think the main thing it shows is that whatever
departments set such standards are run by people who have no idea what
plagiarism means.
I’m also not sure why anyone would be comfortable with 14% plagiarized
writing whether certified by a machine or a human.
Gunnar
—————
Gunnar Swanson
+1 252 258-7006
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Date: Sat, 11 Mar 2017 17:12:50 -0600
From: Carma Gorman <[log in to unmask]>
Subject: Re: Useful online editing tool: Grammarly
Agreed. Setting an arbitrary numerical standard (such as 15%) is an
abdication of faculty judgment, as far as I'm concerned. There is no
acceptable percentage of plagiarized content, and since you can't trust the
app to discern between properly and improperly cited sources, setting a
numerical cut-off makes no sense at all.
C
CARMA GORMAN, Ph.D., Associate Professor and Assistant Chair
The University of Texas at Austin | Department of Art and Art History
+1 512-471-0901 | [log in to unmask]
On Sat, Mar 11, 2017 at 3:06 PM, Gunnar Swanson <[log in to unmask]>
wrote:
> Carma,
>
> I agree with everything you wrote and have no problem with using the
> software as you describe.
>
> It’s the numerical standard thing that confuses me. I’ve read several
> things where people say "Our department requires a number below 15%." (For
> some reason, 15% is the number that keeps coming up.) That seems to imply
> that the software is detecting plagiarism (or, conversely, originality
> greater than 85%.) I think the main thing it shows is that whatever
> departments set such standards are run by people who have no idea what
> plagiarism means.
>
> I’m also not sure why anyone would be comfortable with 14% plagiarized
> writing whether certified by a machine or a human.
>
>
> Gunnar
> —————
> Gunnar Swanson
> +1 252 258-7006
>
>
> -----------------------------------------------------------------
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