Greetings From WIDS

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Greetings From WIDS
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Three Basic Assumptions
Student learning is the organizing principle of
our schools.
Roth, Gromko, McGury, Wissmann. Making Student
Learning Central Principles and Practices for
Implementation in A Collection of Papers on
Self-Study and Institutional Improvement. The
Higher Learning Commission, NCA. 2001
edition. Doherty, Riordan, Roth. Student
Learning A Central Focus for Institutions of
Higher Education. Alverno College Institute,
Milwaukee, WI.
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Three Basic Assumptions
We want to achieve clarity about learning
outcomes.
Roth, Gromko, McGury, Wissmann. Making Student
Learning Central Principles and Practices for
Implementation in A Collection of Papers on
Self-Study and Institutional Improvement. The
Higher Learning Commission, NCA. 2001
edition. Doherty, Riordan, Roth. Student
Learning A Central Focus for Institutions of
Higher Education. Alverno College Institute,
Milwaukee, WI.
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Three Basic Assumptions
We coordinate teaching and assessment to promote
student learning .
Roth, Gromko, McGury, Wissmann. Making Student
Learning Central Principles and Practices for
Implementation in A Collection of Papers on
Self-Study and Institutional Improvement. The
Higher Learning Commission, NCA. 2001
edition. Doherty, Riordan, Roth. Student
Learning A Central Focus for Institutions of
Higher Education. Alverno College Institute,
Milwaukee, WI.
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The Challenge

• Determine outcomes for learners
• Design learning to achieve outcomes
• Develop assessments that measure outcomes
• Develop criteria for assessing student
  performance
• Connect outcomes, assessments, learning

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Design and Document Learning and Assessment
using WIDS The Worldwide Instructional Design
System
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What is WIDS?

• Worldwide Instructional Design System
• Created in 1993 by the WTCS Colleges
• Curriculum Model
• Software Package
• Designed by our users for our users

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Who Is Using WIDS?

• Over 300 licenses worldwide (33 states and 5
  foreign countries)
• Technical colleges
• Community colleges
• Universities
• High schools
• Businesses

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Some of Our Users

• MN State Community and Technical College
• Saint Paul College
• North Hennepin Community College
• Hennepin Technical College
• South Central Technical College, MN

• Anne Arundel Community College, MD
• Bethel University
• Capella University
• National American University

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Why WIDS?

• Guidance and framework for teachers who are not
  skilled in instructional design
• Consistent curriculum model and language
• Move toward learner-centered, performance-based
  model
• Document learning outcomes (program and course
  level)

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Why WIDS?

• Align curriculum with national/program standards
• Store curriculum electronically
• Prepare for accreditation visits
• Articulate

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WIDS Helps Colleges and Teachers Move Toward a
Learning Centered Model
Identify learning needs.
Who?
Teach the right thing.
What?
Assess what we intended to teach.
When?
Teach what we intend to measure.
How?
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WIDS features four unique modules to support the
design of teaching, learning, and assessment.
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• Use only the modules that relate to your project
• Follow color and icon coded flowcharts as you
  work

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Design Programs

• 1. Document Program Information
• 2. Designate External Standards
• 3. Document Exit Learning Outcomes
• Core Ability
• Gen Ed
• Program

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Design Courses
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WIDS Helps Teachers Define Course Outcomes
(Competencies)

• What do learners need to know or be able to do?
• Drivers for the course all other decisions are
  based on competencies
• Measurable (results)

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Verb Library

• Write learner outcomes using the Verb Library
• Sort by Domain and Level

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WIDS Helps Teachers Thread Exit Learning Outcomes

• Link program and college-wide outcomes to courses
  and competencies
• Add college-wide criteria to assessments
• Design assessments for exit learning outcomes
• Use the WIDS libraries

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Standards and Core Ability Libraries
Minnesota Specific Standards
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Link course outcomes to Program Outcomes,
Standards and/or College-Wide Outcomes
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WIDS Helps Teachers Plan Assessment

• WHEN will I know if learners have achieved the
  competency?
• Assess what you intended to teach
• Develop criteria for assessment
• Use the performance standards library

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Performance Standards/Task Library
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Pre-designed performance assessment tasks-- use
as is or adapt to your needs
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WIDS Helps Teachers Design Learning

• HOW will learners learn the competency?
• Teach what we intend to measure
• Active learning face to face or online
• Use the Learning Activity library

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Design effective learning activities
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Learning Activity Library

• Search by group size, learning style, and
  learning cycle
• Classroom Assessment Techniques
• Online Activities

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WIDS Helps Colleges Document the Connections
Among Teaching, Learning, and Assessment

• Where are program outcomes or standards
  addressed?
• What assessment tools are used?

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Colleges use WIDS Analyzer to look at how
outcomes are addressed and assessed within
programs and across courses.
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WIDS Analyzer Builds Course Outcome Matrices
Outcomes
Courses
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What Can You Create With WIDS?

• Program Documentation
• Official Course Documentation
• Syllabi
• Assessments (rubrics and checklists)
• Learning Plans/Teaching Plans
• Reporting Matrices
• Note Print to HTML or MS Word

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Program Design
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Syllabus
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Learning Plan
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Performance Assessment Task
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Post to Any Online Platform
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Visit Our Website to Learn More
www.wids.org
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WIDS Establish Learning Outcomes Build
Assessments for Course and Program Levels Design
Learning
Assessment Management Tool (e.g.,
TracDat) Establish Organizational Outcomes Build
Assessment Plans Track Continual Improvement
Activities
GradeBook System Track Course Level
Outcomes Record Student Performance
Enterprise Manage Student Records Manage
Enrollment/Scheduling Manage Budget Etc.