Learning Process
Planning with the end goal in mind with backward design and Understanding by design (UBD) was one of the biggest takeaways from module 2 for me. My method of learning was scattered, I always thought to just start from somewhere and then see where it goes but this framework taught me that if you have clarity in the beginning of the learning process with specific end goals in mind can make the process smoother and more meaningful. In my last final paper preparations, knowing that the outcome that I want to achieve requires me to analyze causes and effects of structural reforms in the USSR guided me how to read the sources and take notes. Without the end goal, I was unable to identify the information needed for the assessment completion. UbD makes sure that all of the activities in the learning process are directly tied to outcomes.
The other takeaway was the perspective of Design Thinking. In this process, empathy, iteration, and problem-solving are the central blocks. This process focuses on designing the learning process with learners in mind instead of just delivering the content. I learnt that this process is not linear like others, but in fact it embraces prototyping, testing, and iterating as the process goes. In one of my courses, I needed to create a digital comic as part of a group; this method helped me refine my comic. For example, my first iteration of the comic was confusing; text was all around the place, but after receiving feedback, the second iteration was much smoother.
In my experience in learning, I always wondered why some of the courses seemed more structured than others in terms of framework. The discussion of Learning outcomes and taxonomies helped me to see the why. Between Bloom’s and SOLO taxonomies, I found Bloom’s easier to apply because of its clear hierarchy, such as moving from remembering to creating. I liked how this taxonomy gives concrete verbs that push learning to higher levels.
Whereas the SOLO taxonomy, I see it more useful when working on open-ended projects because it moves from unistructural (simple ideas) to multistructural (several ideas). After that, it goes to relational which is connecting the ideas, and lastly, the extended abstract, which is creating new understandings. It helped me to think about the quality of learning. Next is the video, which makes it very easy to understand more about both taxonomies and how to use them effectively.
I had a biology course in my last term, where I remember that I memorized the terms without really understanding the meaning and process. I didn’t know at that time, but i was engaging in Surface learning, because once the exam ended so did my memory of it. Whereas in my history course where I had to connect primary sources to larger themes, connect the new learning with my previous experiences and past knowledge, I was engaging in Deep Learning.
Overall, module 2 gave me a strong knowledge of learning designs and processes. It made me realize that thoughtful learning design, such as backward planning or empathy-driven projects, can help transform learning from a surface level to a deeper understanding. Effective learning is the result of intentional design that combines goals, activities, and assessments; it just doesn’t happen accidentally.
References
NOTE: Click each citation for more information
McTighe, J., Wiggins, G., & ASCD. (2012). UNDERSTANDING BY DESIGN FRAMEWORK. In WWW.ASCD.ORG (pp. 2–5). https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
This source helped me to gain a deeper understanding of the UbD framework. This went into more depth by explaining the stages and tenets involved in UbD. It helped me to correlate the process of learning more effectively with my past knowledge and my own learning process.
What is Design Thinking? (2025, August 23). The Interaction Design Foundation. https://www.interaction-design.org/literature/topics/design-thinking?srsltid=AfmBOooM6qpoXPGOMwxiYBSyxThgpdChwicCZ-XIWAWzvs4ZYXdQ8Vmu
This article strengthens my understanding of the process of design thinking. It articulates the stages of the design thinking, such as prototype, feedback, and testing.
Potter, M. K., Kustra, E., & Centre for Teaching and Learning, University of Windsor. (2012). A primer on learning outcomes and the SOLO taxonomy. https://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/primer-on-learning-outcomes.pdf
This article explains the SOLO taxonomy in detail and how it affects the process of learning. it goes in-depth into how to make learning more effective by using the SOLO taxonomy in creating the design of the learning process.
Bloom’s Taxonomy | Centre for Teaching Excellence | University of Waterloo. (n.d.). https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy
This article explains Bloom’s taxonomy and how to use it effectively.