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Incorporating immersive technologies in education has become increasingly popular due to their ability to facilitate active learning and engage students in the acquisition of concepts and skills. One form of immersive technology includes educational games that incorporate movement interaction, allowing children to engage with in‐game elements by either immersing their own image within the game environment or by controlling an avatar using their hand and body gestures. Nonetheless, successfully incorporating these technologies into classrooms with sizable student populations presents a challenge, necessitating the implementation of a well‐considered design approach. This paper introduces a systematic learning design approach facilitating the integration of a movement‐based learning platform as a core curriculum tool in multimodal learning stations within authentic Kindergarten classroom settings. The design approach was evaluated in a case study involving three kindergarten teachers and 49 students conducted over a full school year. Progress data were gathered utilizing a combination of quantitative and qualitative evaluation tools. Analysis of the data suggests that integrating multimodal learning activities led to improvements in overall academic performance, particularly in critical mathematical skills compared to pre‐test scores. Teachers expressed a positive attitude towards the integration of movement‐based games using the learning design approach, finding it to be beneficial and effective for student learning. The study emphasizes the importance of purposeful design in creating immersive learning experiences and underscores the significance of utilizing multiple representations to enhance student motivation and engagement. The proposed systematic learning design approach has the potential to be applied to a broad range of grade levels, academic subjects and educational contexts to facilitate the integration of immersive technologies. Practitioner notes What is already known about this topic? Immersive technologies are becoming popular in education. Immersive technologies have been shown to enhance skills and enable the collection of multimodal data to better understand learning processes. The movement‐based learning games fall under the category of immersive technologies that merge real and virtual worlds. Designing effective immersive learning experiences for these new technology‐enhanced learning environments remains a question. What this paper adds A proposed systematic learning design approach that demonstrates the way that movement‐based learning games can be used seamlessly as core curriculum tool in authentic kindergarten settings for an entire school year. Ways to engage effectively a large classroom of 20 or more students with movement‐based learning games. Findings regarding the impact of the movement‐based games on student engagement, academic achievement, cognitive development and social–emotional growth. Teachers' perceptions and attitudes towards executing movement‐based learning experiences in their classrooms using the proposed systematic learning design approach. Implications for practice and/or policy In‐service kindergarten and primary school teachers can adopt the proposed systematic learning design approach to integrate immersive technologies into the curriculum. This ensures that these technologies are used consistently throughout the school year, providing continuous and engaging learning experiences. School district administrators can use the proposed approach to develop training programs for pre‐service and in‐service kindergarten and primary school teachers, focusing on understanding the immersive technology, managing large classrooms and integrating the games into daily lesson plans. School administrators can implement the proposed systematic learning design approach to establish robust systems for monitoring and assessing the impact of immersive technologies on student engagement, academic achievement, cognitive development and social–emotional growth. Special education in‐service teachers can leverage the flexibility of the movement‐based learning games to design personalized learning experiences for their students with special needs. This involves adjusting the difficulty level, pace and type of interaction to meet individual requirements. Special education administrators can promote the use of the proposed approach to foster an inclusive learning environment where all students, regardless of their abilities, can participate and benefit from the immersive technologies. What is already known about this topic? Immersive technologies are becoming popular in education. Immersive technologies have been shown to enhance skills and enable the collection of multimodal data to better understand learning processes. The movement‐based learning games fall under the category of immersive technologies that merge real and virtual worlds. Designing effective immersive learning experiences for these new technology‐enhanced learning environments remains a question. What this paper adds A proposed systematic learning design approach that demonstrates the way that movement‐based learning games can be used seamlessly as core curriculum tool in authentic kindergarten settings for an entire school year. Ways to engage effectively a large classroom of 20 or more students with movement‐based learning games. Findings regarding the impact of the movement‐based games on student engagement, academic achievement, cognitive development and social–emotional growth. Teachers' perceptions and attitudes towards executing movement‐based learning experiences in their classrooms using the proposed systematic learning design approach. Implications for practice and/or policy In‐service kindergarten and primary school teachers can adopt the proposed systematic learning design approach to integrate immersive technologies into the curriculum. This ensures that these technologies are used consistently throughout the school year, providing continuous and engaging learning experiences. School district administrators can use the proposed approach to develop training programs for pre‐service and in‐service kindergarten and primary school teachers, focusing on understanding the immersive technology, managing large classrooms and integrating the games into daily lesson plans. School administrators can implement the proposed systematic learning design approach to establish robust systems for monitoring and assessing the impact of immersive technologies on student engagement, academic achievement, cognitive development and social–emotional growth. Special education in‐service teachers can leverage the flexibility of the movement‐based learning games to design personalized learning experiences for their students with special needs. This involves adjusting the difficulty level, pace and type of interaction to meet individual requirements. Special education administrators can promote the use of the proposed approach to foster an inclusive learning environment where all students, regardless of their abilities, can participate and benefit from the immersive technologies. [ABSTRACT FROM AUTHOR]

Background: One way to incorporate evidence-based teaching into healthcare education is through backward design, a pedagogical design process that starts with creating learning outcomes, then moves to assessments, followed by content creation. This study uses backward design as a framework to present an applied experience of evidence-based teaching in the design and refinement of an introductory drug information course presented in the first year of a traditional 4-year PharmD curriculum. Case Description: In addition to backward design, evidence-based teaching methods included scaffolding, pass-fail grading standards, formative assessments, flipped classroom, and gamification. Additionally, innovative assessment techniques and teaching activities were created. The full evolution of this course, along with student performance, student perceptions, faculty workload and faculty experience, are described. Case Themes: Overall, using evidence-based methodologies led to improved organization and enhanced faculty and student satisfaction. Data showed students performed well based on both assessment and course averages. Faculty workload was substantial during the initial development of the course and was mitigated once structure and organization had been better optimized over years of revision. Impact: This report provides a model for others to incorporate evidence-based teaching methods into course design in both incremental and large-scale changes. The incorporation of these ideas takes time and work from faculty but this effort has the potential to yield improved student learning and perception. Dedication to continuous review and revision of developed educational content is encouraged. Faculty found this experience rewarding and felt that it made them better and happier educators.

Strawberry generation, internet addiction disorder, consumerism, identity diffusion, and promiscuity are phenomena that affect adolescents today. One of the triggers of these things is the maturity of the amygdala first as the center of emotion control compared to the prefrontal cortex as the logical mind controller. Efforts are needed so that adolescents are not trapped in acts of delinquency or juvenile crime. Adult guidance in training social-emotional skills can be one of the efforts. Social-emotional skills are a process to hone the competence to recognize self-identity, recognize and manage emotions, be responsible in making decisions, be assertive, and apply effectively to various social demands. The curriculum design in this study was developed by adapting backward design with the stages of setting goals in the form of competencies expected to be attached to students, then determining activities or evidence to test the achievement of goals, and lastly, designing learning experiences. This research uses literature studies to find the theoretical basis of the phenomena that occur and design solutions to these phenomena. Social-emotional skills have a high level of urgency to be implemented because they can prevent delinquency and crime in adolescents and improve student academic achievement. Abstrak Generasi strawberry, gangguan kecanduan internet, konsumerisme, difusi identitas, dan pergaulan bebas adalah fenomena yang terjadi di remaja saat ini. Salah satu pemicu dari hal-hal tersebut adalah matangnya amigdala terlebih dahulu sebagai pusat pengendali emosi dibandingkan korteks prefrontal sebagai pengendali pikiran logis. Diperlukan upaya agar remaja tidak terjebak dalam tindakan kenakalan atau kejahatan remaja. Bimbingan orang dewasa dalam melatih keterampilan sosial-emosional dapat menjadi salah satu upaya. Keterampilan sosial-emosional merupakan suatu proses untuk mengasah kompetensi mengenali identitas diri, mengenali dan mengelola emosi, bertanggung jawab dalam mengambil keputusan, bersikap asertif, dan berlaku efektif terhadap berbagai tuntutan sosial. Desain kurikulum dalam penelitian ini dikembangkan dengan mengadaptasi backward design dengan tahapan menetapkan tujuan berupa kompetensi yang diharapkan melekat pada diri siswa, kemudian menentukan kegiatan atau bukti untuk menguji ketercapaian tujuan, dan yang terakhir adalah mendesain pengalaman belajar. Penelitian ini menggunakan studi literatur untuk mencari landasan teori dari fenomena yang terjadi dan merancang solusi untuk fenomena tersebut. Keterampilan sosial emosional memiliki tingkat urgensi yang tinggi untuk diimplementasikan karena tidak hanya dapat mencegah kenakalan dan kriminalitas pada remaja, tetapi juga dapat meningkatkan prestasi akademik siswa. Kata Kunci: Desain backward; desain kurikulum; keterampilan sosial emosional

Despite the recognized efficacy of immersive Virtual Reality (iVR) in skill learning, the design of iVR-based learning units by subject matter experts (SMEs) based on target requirements is severely restricted. This is partly due to a lack of flexible ways of authoring instruction flows to arrange the learning activities in alignment with the desired learning objectives. Our research provides a workflow design enabling SMEs to author the flow of learning activities developed by the Virtual Reality (VR) developers, with an aim to enable learners achieve desired goals progressively in a virtual environment. Additionally, this outcome-oriented flow authoring utilizes a scalable learning framework that categorizes learning activities into four instructional phases: Introduction, Presentation, Practice, and Application. Such frameworks can be easily integrated into the instruction to plan a class or a series of classes to cover an entire concept or chapter. Using a welding use case, our user study evaluation with 12 experienced welders indicated positive ratings about the usefulness of such workflows for flexible planning of training scenarios. We envision adoption of such methods could facilitate greater and more efficient adoption of the iVR technologies in pedagogical settings.

This paper describes an example of collaborative course development, in which occupational therapy faculty members designed a two-course sequence for teaching content related to occupational therapy with children and youth. They used a backward course design approach and performance-based learning objectives to create alignment between Accreditation Council for Occupational Therapy Education (ACOTE) standards, course assignments and instructional content. The authors present examples from their course design, along with evidence-based resources to guide educators working on developing new courses or revising existing courses. Outcomes achieved from four years of teaching and refining the developed courses are also described. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The literacy-targeted (LT) introductory economics course seeks to reduce the quantity of economic concepts under study and increase students' ability to apply those concepts to improve their own decisions and to make sense of economic news. The assessment strategy of the course must target students' ability to transfer their conceptual knowledge to new situations. Assessments can include authentic and ill-structured problems. Frequent formative assessment with feedback gives students sufficient practice to develop deep understanding. Social learning pedagogy makes possible many more practice opportunities with immediate feedback than are possible in instructor-centered pedagogy. Regular writing assignments further develop students' ability to apply economic concepts to real-world problems. Strategies from the writing across the curriculum (WAC) movement can limit the resulting increase in instructor workload. [ABSTRACT FROM AUTHOR]

The ACRL Framework for Information Literacy revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor--librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' selfawareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students. [ABSTRACT FROM AUTHOR]

The ACRL Framework for Information Literacy revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor—librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students’ survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students. .

Research suggests that developing an identity as a person in STEM is necessary for learners from marginalized groups to persist in STEM education and careers. These learners may perceive that their race, gender, or other characteristics make it difficult for their peers and supervisors to recognize them as scientists or engineers, thus disrupting their ability to maintain successful degree progress and to pursue their STEM career aspirations. Here we discuss the specific ways we designed inquiry workshops to not only clarify difficult core STEM content, but to also promote learners’ competence, performance, and targeted recognition as scientists. Our workshops were designed for students interested in chemistry, climate science, physics, and toxicology at the University of California, Santa Cruz (UCSC), Workshops for Engineering & Science Transfers (WEST) 2019 program. In designing our workshops, we focused on promoting the scientific identities of our learners by incorporating authentic ways for students to receive recognition from both peers and instructional facilitators, as well as allowing students to tap into their own personal interests and values. Insights from our designed assessments for learners’ understanding of our content demonstrate the success of our initiatives and provide further areas of improvement. Our goals are to create inclusive workshops to support students from all backgrounds, with emphasis on underrepresented backgrounds (community college, first generation, students of color, women, and LGBTQ+ students, etc.) as well as support them in other contexts, such as when mentoring STEM students in academic laboratory settings.

Developing the final summative assessment of a course at the start of curriculum development is an implementation of “backward design,” whereby learning objectives are identified first and the curriculum is engineered end-to-beginning to achieve them. We trained in backward design through the Professional Development Program (PDP) and adapted PDP assessment ideas for evaluation of curriculum designs and teaching efficacy. A pre‑/post-quiz is an assessment administered the first and last day of a course; a learner’s scores are used to measure normalized gain: the ratio of what a student learned during a course relative to what they knew entering it. The intentional process of developing a pre‑/post-quiz for every course focuses the educator on the essential understanding desired of the learners exiting the course. The normalized-gain statistics for the course can then be used to evaluate the course’s efficacy, and improvements to the curriculum can be monitored by tracking the normalized gains over time, using the same pre‑/post-quiz. Moreover, an individual instructor may self-evaluate their teaching efficacy by tracking normalized gains from all courses over time. Here we discuss applying the practice of backward curriculum design starting with a custom pre‑/post-quiz and utilizing it for immediate and longitudinal evaluation, focusing primarily on designing an entire undergraduate science course.

In this paper, we explore how core principles of the mentoring training offered by the Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP) have been adopted by PDP alumni and applied in different contexts. The core themes of the mentoring work conducted by ISEE, which are Inquiry, Equity & Inclusion, and Assessment, form an extensible basis for PDP participants to use as they develop their own mentoring programs. The panel/paper is structured to briefly identify core components of mentoring in the PDP model and then discuss how former PDP participants have applied these in a variety of other venues. With the goal of broadening access & persistence in STEM, the PDP emphasized: the role of ownership and agency, the practice of explanations, the creation of opportunities for recognition, providing formative assessment, and a recognition of and introduction to STEM culture. The PDP has had a unique way of “staying with” participants and provided a framework for mentoring in other modalities including: peer-to-peer, informal, and in the development of new formal programs. These offshoots include key PDP ideas such as: providing support for belonging in STEM, placing value on teaching, promoting adaptability and cultural relevance, and a “training the trainers” modality of mentorship. The panelists will provide examples from programs for undergraduate students, graduate students, teaching professionals, and faculty. The session also provided opportunities for attendees to share their experiences and take-away lessons from the PDP model of mentoring and some of the panel feedback is included in this paper. The ISEE community has a shared vocabulary, toolset, and ethos that continues to inform alumni mentoring since the inception of the PDP.

The 21st-century learning One, solution that can be used is by using the Understanding by Design (UbD) curriculum. The aim of this research is to examine the application of UbD in teaching, the implementation of UbD in Indonesia, expected student learning outcomes within the UbD framework, and the role of teachers in the implementation of UbD. The method used is the literature study method. The data analysis technique uses deductive qualitative analysis. The results obtained are that UbD learning can be used as a reference in preparing learning implementation plans that are oriented towards learning goals. Learning using UbD has not been fully implemented by all teachers in Indonesia, because there are still many teachers who prioritize the results of final grades rather than students' understanding. The implementation of UbD has actually been planned in the latest curriculum, namely the independent curriculum, but this curriculum has not been fully implemented by all schools. In implementing UbD, students are expected to have 6 abilities, namely explaining, interpreting, applying, taking a perspective, empathizing and having self-knowledge. The role of teachers is very essential in UbD, which involves designing, implementing, and directing learning activities. ABSTRAK. Pembelajaran abad 21, salah satu solusi yang dapat digunakan yaitu dengan menggunakan kurikulum Understanding by design (UbD). Tujuan penelitian ini yaitu untuk mengkaji penerapan UbD dalam pembelajaran, implementasi UbD di Indonesia, hasil pembelajaran peserta didik yang diharapkan dalam kerangka UbD dan peran guru dalam implementasi UbD. Metode yang digunakan yaitu dengan metode studi kepustakaan. Teknik analisis data menggunakan analisa kualitatif deduktif. Hasil yang didapatkan yaitu strategi UbD dapat dijadikan sebagai acuan dalam menyusun perencanaan pelaksanaan pembelajaran yang berorientasi kepada tujuan pembelajaran. Pembelajaran menggunakan UbD belum sepenuhnya diterapkan oleh semua guru di Indonesia, karena masih banyak guru yang mementingkan hasil nilai akhir dibandingkan pemahaman peserta didik. Penerapan strategi UbD sebenarnya sudah dicanangkan di kurikulum terbaru yaitu kurikulum merdeka, tetapi kurikulum ini belum sepenuhnya diterapkan oleh semua sekolah. Pada penerapan strategi UbD, peserta didik diharapkan memiliki 6 kemampuan yakni menjelaskan, interpretasi, menerapkan, melakukan perspektif, berempati dan memiliki pengetahuan diri. Peran guru sangat esensial dalam UbD, yaitu merancang, melaksanakan dan mengarahkan kegiatan pembelajaran.

十二年國民基本教育所欲培育的核心素養為各學科的重要依據，惟中學體育教師對素養導向課程概念常未能有效與其教學實踐有效連結。依此，本研究運用逆向式課程設計（backward design），採逆向發展的設計與課程校準，引導教師朝向情境化、脈絡化、整合式的學習經驗設計，協助體育教師建立素養導向課程的深入理解概念，作為後續支持中學體育教師專業發展與實踐之參考。本研究選取5位中學體育教師及1位體育師資培育教授為研究對象，組織4次實務社群會議。資料蒐集採半結構式訪談、參與觀察、持續比較和歸納分析資料。結果顯示：一、社群運作初期，教師感到教學與評量間的矛盾，評量仍著重於技能學習；二、社群運作中，教師將目標設定、學習評量以及學習內容來回校準，嘗試化解「既有現場教學經驗」與「探究學習」間的矛盾，但對於素養導向評量概念尚未純熟；三、社群運作結束後，教師給予逆向式課程設計正向的評價，但在教學實踐上仍有挑戰與困難。逆向式的課程設計有利於化解教師對於素養導向在知識概念與教學行動經驗間的衝突，在教師社群共備之下，持續進行專業教學對話與反思，成為素養導向體育教師增能培力之新策略。 The core competencies that 12-year Compulsory Education aims to develop are the basis of the curriculum development for each subject. Competence-based Physical Education（CBPE）curriculum, however, has not yet been popularized and implemented. The purpose of this study was to examine the backward design, and structure of the physical education unit intended to enhance physical education teachers’ understanding and practical application of competency-oriented curriculum design. Five secondary school physical education teachers and one physical education teacher education professor was selected for this study, and four learning communities were organized. Data were collected through semi-structured interviews, participant observation, continuous comparison, and inductive analysis. Results were as follows: 1. In the initial community, teachers identified a contradiction between teaching and assessment, although assessments still emphasized skill acquisition; 2. During the community operation, teachers worked towards aligning the curriculum with learning objectives, assessment methods, and learning content, aiming to address the tension between "field teaching experience" and "inquiry learning"; however, they were not yet familiar with the CBPE assessment concept; 3. After the community operation, teachers provided positive feedback on the backward design approach, but encountered challenges and difficulties in implementing it during their teaching practice. Through the co-planning mechanism of teacher learning communities, which encourages dialogue and reflection in Physical Education classes, becoming a competence-based physical education teacher becomes a new strategy for enhancing abilities and training.

Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to explore the backward design model as a learning strategy to enhance student engagement. This research adopts a descriptive approach with a qualitative method. The participants of this study were high school teachers selected through the snowball sampling technique. The data collection was conducted through interviews and participatory observation, while data analysis follows an interactive model analysis approach, including data reduction, data display, and conclusion drawing/verification. The research findings indicated that the backward design was one of the effective learning design models as it focused on understanding and developing students' thinking skills. The model directed teachers to set learning objectives that wereappropriate to the student's needs and skills, conduct assessments to measure students' understanding and skills and formulate when delivering materials or certain concepts gradually. Implementing concept-checking techniques allows teachers to measure students' understanding periodically, and applying interaction patterns accommodates continuous interactions.

The economics profession has been working to become more open, inclusive, and welcoming. The introductory principles of economics courses provide a unique opportunity to teach students of the wider university the value of the field of economics. It is in this setting that instructors' interactions with students show them a welcoming and diverse profession or confirm that economics provides a toolbox useful only to some. Using a careful backward course design and attention to creating a diverse, equitable, and inclusive environment, the following article's author presents a principles of microeconomics course with the potential to illustrate to undergraduate students the value of a degree in economics for all students. [ABSTRACT FROM AUTHOR]

Environmental justice is an important topic that can be better understood by using the tools of economics. The author of this article describes a data integration exercise that connects data available through government portals: the Environmental Protection Agency's "Superfund Sites Where You Live" interactive map, data on Net Present Values from Superfund Records of Decisions (ROD), and FRED. Created with the principles of backward design, the exercise uses cooperative learning by having students take ownership of sites chosen for investigation, as well as build and test hypotheses regarding the relationship between per capita GDP and site location/cleanup cost. [ABSTRACT FROM AUTHOR]

This article explores the language-proficiency levels required in traditional upper-division university courses in Latin. It introduces a research framework to Classics called "domain analysis" and analyzes upper-division Latin at one university to determine the target functional outcomes for students in lower-division courses. The article finds that traditional upper-division Latin requires philological skills that are not described under widely used descriptions of language proficiency, but that these courses also require a reading proficiency corresponding to "advanced high" in the American Council on the Teaching of Foreign Languages Proficiency Guidelines , as well as a limited degree of listening and pronunciation ability. A lower-division curriculum that integrates active Latin techniques with those drawn from multiliteracies and grammar-translation pedagogies may be best suited to achieving these proficiencies. [ABSTRACT FROM AUTHOR]

In this study, a group of participants found the process of designing backward thinking distressing. Furthermore, the lack of practical strategies in schools and the absence of resources related to planning can lead to inadequacy in teachers' planning skills. This research aimed to enhance prospective teachers' competence and awareness of Understanding by Design. A case study was conducted with the participation of 17 teacher candidates from Kırıkkale University, Faculty of Education in Türkiye. The selection of candidates was voluntary. A 30-hour course on the theory and stages of backward design used in Understanding by Design was implemented from May 16th to 19th, 2022. This qualitative research employed data collection tools such as pre- and post-study open-ended questionnaires and performance tasks assessing lesson designs. The Understanding by Design template lesson plan and thought process were used to teach backward design in planning the training activity. The evaluation revealed that the pre-service teachers effectively utilized critical concepts associated with Understanding by Design, expressing their intention to incorporate understanding-based design into their future lessons and projects. The participants also emphasized the importance of all teachers adopting this instructional approach. Ultimately, the research suggests that the participants' competence and awareness of understanding-based design significantly improved throughout the course. [ABSTRACT FROM AUTHOR]

Physicians must be able to integrate knowledge across disciplines. Therefore, educators need to provide opportunities for students to cognitively integrate information across the medical school curriculum. Literature has shown that specifically pointing out these connections helps students create cause and effect models and ultimately improve their performance. The gross anatomy laboratory provides an excellent environment for students to integrate information by establishing structure and function relationships. This article presents simple steps to create modules which help students cognitively integrate physiology and anatomy at the session level in the gross anatomy laboratory. Driven by backward design, these steps include establishing objectives, creating assessments, and developing activities that can be implemented in a specific learning environment. An example of a flexible module which could be implemented in a number of gross anatomy lab settings (e.g., prosection, dissection, models, virtual) is presented along with a template for the design of future modules. This is followed by a discussion of challenges encountered by educators attempting to integrate structure and function in the gross anatomy lab. Each of these considerations will be addressed with potential solutions for educators seeking to implement these types of integrated activities. [ABSTRACT FROM AUTHOR]

In this study, the redesign and implementation of an electromagnetism course for engineering students are presented using the methodology of backward design (BD), recognized for its attributes for the development of active learning and its possibility of specifying the fundamentals and principles of engineering education in the development of higher education syllabus. The purposes of this study were as follows: (1) to implement the backward design (BD) methodology to develop argumentative, purposeful, and interpretive skills in an electromagnetism course; (2) to design and apply rubrics to evaluate tests and laboratory reports and determine the level that best suits the knowledge, skills, and competencies of students; (3) to assess the perception of students regarding the use of the methodology and their contributions to the development and understanding of the concepts of the course. The results of this educational research experience showed that the BD teaching approach was pedagogical and significantly superior to conventional models for improving knowledge and skills of electromagnetism based on Hake's statistic (h) of 0.73, which led us to conclude that there was a learning gain in the students. This paper focuses on Sustainable Development Goal 4 (SDG 4) of the United Nations Agenda, which is aimed at "Quality education". The study's results reveal that fully integrated and sustainable solutions can be envisioned for higher education entities via the implementation of BD methodology, which can support the educational transformation of the higher education sector based on SDG 4, which promotes inclusive and equitable quality education for all. This can mitigate the risk associated with university dropouts due to subjects that are highly complex for many students like electromagnetism. [ABSTRACT FROM AUTHOR]

National Undergraduate Engineering Training Integration Ability Competition is essential in Chinese engineering colleges. Among these items, the carbon-free car competition is popular among college students because of its flexible track, challenging design tasks, and fair judging criteria. In this study, to design a reasonable carbon-free car structure according to the track given by the competition, a reverse analysis method was proposed for the double 8-shaped carbon-free car trajectory based on the space cam mechanism. First, the carbon-free car's structure was designed, and its stress state was analyzed, with the results indicating that the driving force should be reduced as much as possible under the premise of satisfying the starting requirements to increase the travel distance of the carbon-free car with no slipping. Then, the function between the car track and the front wheel swing angle was established, and the displacement law of the push rod of the cam mechanism was calculated through the swing angle of the front wheel. Finally, the cam profile was got based on the operating law of the push rod. Research has shown that compared with the traditional forward design, this method was more accurate with strong feasibility and operability, which provided good technical support for designing the subsequent carbon-free car competition. [ABSTRACT FROM AUTHOR]

Book Review

The curriculum is an educational experience that has been planned in a systematic and integrated manner where curriculum management is needed. It includes planning, organizing, implementing, and evaluating the curriculum applicable in management activities outside the classroom and the school in its application. The Backward Design model is also a form of curriculum that focuses on goals and identifying the expected results then moves backward to design activities aligned with predetermined outcomes. Seeing this, this study aims to explain the application of Backward Design in curriculum management. This must be described as a form of school preparation to guide students to achieve educational goals. The purpose of this study was to examine using scientific literature review methods to find data regarding flow and recommendation models that can be applied by schools related to the Backward Design curriculum model. The study's results suggest that this model can be carried out in-class learning and within the scope of curriculum management. It can also be carried out so that each step of curriculum management and its principles can be measured and carried out following predetermined goals. Abstrak Kurikulum merupakan sebuah pengalaman pendidikan yang telah direncanakan secara sistematis dan terpadu dimana diperlukan sebuah manajemen kurikulum yang meliputi perencanaan, pengorganisasian, pelaksanaan dan evaluasi kurikulum dan dapat diaplikasikan dalam kegiatan pengelolaan di luar kelas serta di luar sekolah dalam pengaplikasiannya. Model Backward Design pun hadir sebagai sebuah salah satu bentuk kurikulum yang berfokus pada tujuan dan pengidentifikasian hasil yang diharapkan kemudian bergerak mundur untuk merancang kegiatan yang selaras dengan hasil yang telah ditentukan sebelumnya. Melihat hal tersebut, penelitian ini bertujuan untuk menjelaskan penerapan Backward Design dalam pengaplikasian manajemen kurikulum. Hal ini perlu dijelaskan sebagai bentuk persiapan sekolah membimbing peserta didik mencapai tujuan pendidikan Tujuan penelitian ini dikaji menggunakan metode kajian literatur ilmiah untuk mencari data mengenai alur dan model rekomendasi yang dapat diterapkan oleh sekolah terkait model kurikulum Backward Design. Hasil penelitian mengemukakan bahwa model ini tidak hanya dapat dilakukan secara khusus dalam pembelajaran di kelas tetapi juga dalam jangkauan yang lebih luas agar setiap langkah manajemen kurikulum serta prinsip nya dapat terukur dan dilakukan sesuai dengan tujuan yang telah ditentukan. Kata Kunci: Backward Design; Desain Kurikulum; Manajemen Kurikulum

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Backwards design (BD) starts from the desired results or standards and then moved to the evidence of learning obtained from assessment (Tighe & Wiggins, 1999). Despite the conventional trend that designing a curriculum starts by considering the input, a backward design has begun to gain attention as many researchers were interested to study it. This article aims to explore the implementation of backward design in the EFL context. This study applies a qualitative method by analyzing various documents related to the application of backward design in the context of EF with the thematic method of analysis. Several studies were reviewed and analyzed to problematize and make meaning of the implementation of BD in EFL classrooms and its impacts. The backward design can be implemented at various levels ranging from elementary up to university levels. This model can be integrated into the lesson plan, materials development, and classroom instructions and activities. In addition, BD gave a positive impact on students’ motivation, teachers’ professional development, and students’ creative and thinking skills.

As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research. [ABSTRACT FROM AUTHOR]

Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional practices in physical education teacher education (PETE) programmes. We do this by introducing instructional alignment as a practically plausible way in which to exemplify the coherent planning of learning outcomes, assessment and instruction. Methods: Using the backward design process to design aligned learning opportunities, three examples of how instructional alignment can be embedded in PETE modules are shared. These examples are drawn from our own practice in teacher education and have been implemented within our various teacher education programmes to assist pre-service teachers in the design of instructionally aligned lessons. Results and discussion: While we encourage using the backward design process to design aligned learning opportunities, the decisions made may be substantially different depending on the context and the learners. While each of the examples demonstrate instructional alignment, and are dependent on the context and the learners, three nuances within each are discussed – alignment should support learning progression, clarity of success criteria and enhancing learning by embedding assessment into the learning experience/activity. Conclusion: Effectively embedding instructional alignment in PETE includes (i) buy-in from all programme faculty as to their understanding, and enactment, of instructional alignment as a central pillar of the module/programme, (ii) modelling good practice in supporting and delivering instructional alignment with pre-service teachers and (iii) encouraging pre-service teachers to embed instructional alignment in their planning, preparation and practices as beginning teachers. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a prototype using the Backward Design methodology to enhance a non-Accounting Information Systems (AIS) course with accounting and technology learning objectives. The backward design framework also provides an effective means of documenting that technology-learning strategies are being deployed in the curriculum, an important benefit for accreditation purposes. By illustrating backward design in cost accounting, this paper provides a blueprint that can be adapted and applied to other non-AIS courses, a helpful tool for curriculum redesign—especially for those who hesitate to add technology topics to their accounting courses. [ABSTRACT FROM AUTHOR]

As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research.

Utilizing the Understanding by Design (UbD) framework, a lead philosophy instructor and an instructional designer collaborated with seven other faculty members to create Great Ideas in Philosophy for online asynchronous delivery. We presented a broad array of topics in philosophy and provided substantial practices in "doing" philosophy, aiming to create a welcoming space for a diverse student body, to help students see philosophy as a diverse field, and to provide an engaging and meaningful learning experience for students. Student feedback and final project presentations demonstrated significant learning growth in students taking this newly designed Great Ideas in Philosophy. This collaborative development method can be applied to many undergraduate- and graduate-level survey courses. [ABSTRACT FROM AUTHOR]

The release of the National Institutes of Health report, Oral Health in America: Advances and Challenges, in 2022 identified a pressing concern about oral healthcare and that "the job is far from finished." The High Point University Workman School of Dental Medicine utilized this report as inspiration to facilitate the design of the Clinician‐Advocate‐Researcher‐Entrepreneur Curriculum. The aspiration was to create a novel curriculum and experiential model to prepare learners for the future of dental medicine, including addressing these public oral healthcare needs. This article describes how we conducted this process in three steps: defining the curriculum philosophy, outcomes, and structure. We present this example for those interested in curriculum design and modifications. Our goal is to encourage educators to explore opportunities to enhance dental education as a critical component of the complex system that impacts oral healthcare broadly. [ABSTRACT FROM AUTHOR]

The processes of change that affect today's training system require a planning commitment aimed at finding flexible and, at the same time, effective answers. A training approach, oriented towards design models capable of proceeding with the assessment of performance, appears to be the element that defines authentic assessment. According to the methods of intervention estimated by Grant Wiggins and Jay McTighe, a methodology is proposed that starts from some assessment choices, intervening on the definition of the same methods of didactic planning, according to the tool of understanding by Design. The aim is to promote a lasting understanding, acquire skills for life, achieve the so-called promotion of an authentic assessment, a perspective within which the assessment aims to involve the student through real-life tasks. In the present discussion we have therefore proceeded to define the intervention framework of such an approach, proposing the examination of the theoretical references and design models, within a design intervention carried out in the school. La valutazione autentica delle azioni educative: progettazione a ritroso e promozione delle competenze per la vita. I processi di cambiamento che investono il sistema formativo odierno necessitano di un impegno progettuale finalizzato alla ricerca di risposte flessibili ed, al contempo, efficaci. Un approccio formativo, orientato verso modelli progettuali in grado di procedere all’accertamento delle prestazioni risulta essere l’elemento che definisce la valutazione autentica. Secondo le modalità di intervento preventivate da Grant Wiggins e Jay McTighe, viene proposta una metodologia che muove da alcune scelte valutative, intervenendo sulla definizione delle stesse modalità della progettazione didattica, secondo lo strumento dell’understanding by Design. Il fine risulta quello di promuovere una comprensione durevole, acquisire competenze per la vita, conseguire la cosiddetta promozione di un authentic assessment, una prospettiva, all’interno della quale, la valutazione mira a coinvolgere l’alunno attraverso compiti di realtà. Nella presente trattazione si è quindi proceduto a definire il quadro di intervento di un simile approccio, proponendo la disamina dei riferimenti teorici e dei modelli progettuali, all’interno di una attività didattica realizzata nella scuola.