An excellent example of an adaptation of the Understanding by Design backward design process ( although not stated as such) with a healthy dose of Quality Matters alignment between assessment and objectives.
other words, Wiggins and McTighe argue that you can’t start planning
how you’re going to teach until you know exactly what you want
your students to learn.
worth being familiar with.”
What facts, concepts and principles should they know? What processes,
strategies and methods should they learn to use?
To begin with the end in mind means to start with a clear understanding
of your destination. It means to know where you're going so that you
better understand where you are now so that the steps you take are
always in the right direction." (Covey, 1994)
This study examined the importance of faculty's commitment to pedagogical quality
(CPQ) in predicting instructional technology adoption. A customized electronic survey
of 27 questions was developed and implemented to four higher educational institutions
and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and
backward stepwise regression methods. Results indicated CPQ is related to instructional
technology adoption. Beliefs about instructional technology and categorical variables
(academic title, years taught in higher education, and tenure status) affect both CPQ and
faculty adoption of instructional technology independently. Intrinsic and extrinsic
motives, and teaching in health-related courses also predict adoption