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Unidad 3: Cognitivismo

Wiggins and McTighe's Understanding by Design (UbD) is a systematic, three-stage "backward planning" framework that starts with asking what the learner needs to do or remember and be able to apply after the learning experience (Roth, 2007). The process then leads to asking how the educator will know when the learner has acquired the desired knowledge, skills, and/or attitudes (KSAs) and what the educator will do to help them acquire those KSAs (McTighes, 2022). The final stage is building the learning experience.  

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John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025)

John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025)

John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025)

Implicaciones en el diseño instruccional (de aprendizaje)

The main implication on instructional (learning) design is reshaping the instructional (learning) designer's schema from traditional approaches, which start with a heavy analysis, to one that begins with defining outcomes. After identifying outcomes, all subsequent steps maintain focus on achieving them. Similar to other models, but more specifically reiterated, the UdB Model is used to outline specific and tangible outcomes, whether they be knowledge, skills, or attitudes. Unlike other models, UbD doesn't go in-depth for each stage in the framework, but is supported with resources to do so, found at McTighe & Associates Consulting LLC. 

Fortalezas y limitaciones: Militar (Cuerpo de Marines)

  • This approach maintains the focus on the desired end state, ensuring the educator and learner can see the forest for the trees

  • It can be applied as an iterative, non-linear process for continuous improvement 

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  • This framework does not break the process down as specifically as the ADDIE or Dick & Carey Models

  • Comparatively, there is not as much emphasis on an initial analysis, essentially defining outcomes before defining need or gaps

  • This framework innately encourages intentionality and refocuses the educator on justifying the purpose of something before implementing it in the learning experience. This is an organizational expectation, as the organization is very outcomes-driven and focused on return on investment

  • The process is fully supported with online templates and planning tools, which are highly beneficial to the instructional (learning) designer at various levels of experience

  • This framework reemphasizes big-picture thinking over immediate, intermediate learning goals, which is beneficial to the anticipated expansion of this mini-course.

  • With a lack of sequencing and intermittent steps, this framework may not provide the necessary support for novice instructional (learning) designers

  • Given that the learning goals include soft skills, which may be difficult to measure, this framework, being outcomes-driven, may not be the best approach for this mini-course​

Artificial Intelligence Disclosure
I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own.  I used Gemini to generate graphics throughout my website. 

 Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido.

McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21

 

Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498

 

Resources – McTighe & Associates. (n.d.). https://jaymctighe.com/resources/#1521225059545-3fe59c79-239c

 

Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. CBE—Life Sciences Education, 6(2), 95–97. https://doi.org/10.1187/cbe.07-03-0012

 

‌Wiggins, G., & McTighe, J. (2012). Understanding by design framework . ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

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