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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Instructional Design Frameworks

Instructional design frameworks are models which can help guide you in planning your course. Frameworks help you organize what you plan to teach, how you plan to teach, and encourage you to evaluate your success in these areas.

  • Instructional design models are often used when planning for online learning, though the structure they provide may be of use to individuals who are planning courses that will be delivered in face-to-face or hybrid (also referred to as 'blended') formats as well.
  • It is not necessary to get too caught up in strictly following a particular instructional design model and it possible to borrow elements from a few models when designing or redesigning a course. These models help us to consider various elements that should be addressed before, during and even after a course, workshop, learning module or program is delivered.
  • Analyze
  • Design
  • Develop
  • Implement
  • Evaluate

Backward Design/Understanding by Design

Backward design involves considering the final outcomes of the course before planning anything else. Understanding by Design (UbD) is a specific framework developed Wiggins and McTighe and includes the following three stages:

  • Identify desired results
  • Determine evidence
  • Develop a learning plan

Integrated Course Design

Described by Dee Fink in his work on designing courses for significant learning. The three main phases include:

  • Initial design phase
  • Intermediate design phase
  • Final design phase

Additional Resources

Help and Support

For additional support in instructional design, contact the Teaching and Learning Centre by filling out a:

Support Request Form