While several of the models we studied could be successfully applied to my minicourse, I think Understanding by Design would be the best way to approach the design. I am teaching learners how to do a specific set of tasks, so those would be the specific results I want to have learners achieve. The UBD process during this first stage also involves thinking about prerequisite knowledge needed to achieve goals and arranging information in a hierarchy from nice-to-know to essential. This organization would help me add scaffolding and differentiation for various levels of learners. For example, some learners don’t know how to log in to Microsoft 365 online, so I will need to include those steps. Other learners may be more advanced, so I could include some of the nice-to-know information in links for them to access. Those additional skills may not be assessed, but it will keep my more advanced learners involved and feeling like there is still value for them in the course.
The skills themselves spell out the Acceptable Evidence phase pretty clearly, so that will inform the planning and development of the experience, as well as the assessment. The backwards process of UBD will be a good fit to streamline my minicourse into something manageable for busy learners, but that will also ensure the goals defined in planning can be achieved by the learners.
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