General principles in designing education

The ADDIE model is a systematic instructional design framework used for developing effective learning experiences. The ADDIE model is a structured, five-step process used in instructional design to create effective learning experiences. Each step represents a distinct phase in the development of instructional materials: 

1. Analysis: This phase involves gathering information about the learners, their needs, the context of learning, and any constraints. It helps identify the goals and objectives of the instruction.
2. Design: In this phase, the instructional designer plans the overall structure and content of the learning materials. This includes deciding on the instructional strategies, media, and assessments to be used.
3. Development: Once the design is finalized, the actual instructional materials are developed. This may include creating presentations, writing content, designing activities, and developing multimedia elements.
4. Implementation: Here, the instructional materials are put into use with the learners. This phase involves delivering the instruction as planned, whether through face-to-face teaching, online courses, or other delivery methods.
5. Evaluation: The final phase involves assessing the effectiveness of the instruction. This includes gathering feedback from learners, assessing their performance, and evaluating whether the instructional goals were met. The evaluation results are used to improve future iterations of the instruction.

In the course design process, ensuring alignment across various levels is essential for coherence and effectiveness. You will need to map your course on the:

• curricular level 
• course level
• educational meeting level

By mapping learning objectives, materials, and assessments at each of these levels, instructors can ensure that all components of the course are aligned and contribute to the overall success of the educational experience.

A triangular Relationship:  Constructive alignment and backward design are instructional design approaches used to ensure that course objectives, assessments, and instructional activities are aligned to promote effective learning outcomes.

This approach, proposed by educational theorist John Biggs, emphasizes aligning learning objectives, teaching methods, and assessment strategies to ensure coherence and effectiveness in achieving desired learning outcomes. In constructive alignment, course design starts with clearly defined learning objectives, followed by the selection of appropriate teaching methods and assessment strategies that support these objectives. The aim is to create a cohesive learning experience where every element of the course contributes to the achievement of the desired learning outcomes.

Backward design, often associated with educational theorists Grant Wiggins and Jay McTighe, reverses the traditional course design process. Instead of starting with content or activities, backward design begins with the end goal in mind: the desired learning outcomes. Educators first identify the desired learning objectives and then develop assessments to measure students' attainment of these objectives. Finally, instructional activities and content are selected and designed to support students in achieving the established learning goals. This approach ensures that every aspect of the course is intentionally aligned with the desired learning outcomes, leading to more focused and effective teaching and learning experiences.

THE 3 STAGES OF BACKWARD DESIGN

Here you can view the evidence of the educational design process for the module design Psychology