Design Proposal Rubric
• The criteria within this rubric will be used to evaluate your proposal.
• The proposal should be approximately 2,000–3,000 words in total.
The rubric provided below is divided into several parts. Each part contains specific criteria that can serve as guideposts in creating a cohesive and compelling proposal:
• Part 1: Introduction
• Part 2: Learner and Context Analysis
• Part 3: Goals and Outcomes
• Part 4: Assessment Approach
• Part 5: Learning Activities
• Part 6: Reflection
• Part 7: References
• Appendices (optional)
Part 1: Introduction (suggested length: 200–250 words)
Provide a brief descriiption of the learning design that you are proposing, including the topic of the learning experience, its intended purpose, the targeted audience, and the learning context (e.g., in-person workshop, online module, museum exhibit, app, coaching session, lesson for a course in pre-K–12 or higher education).
Complete
❏ Includes and explains the topic of the learning experience, intended purpose, targeted audience, and learning context.
Part 2: Learner & Context Analysis (suggested length: 350–500 words)
Describe the needs and characteristics of the specific group of learners that your design is targeting (demographics, prior experiences and knowledge, known motivators or obstacles to learning, attitudes and preferences), as well as the context (setting, modality, conditions) (analyzed in Module 5 Learning Sequence 1).
Explain how your learner and context analysis informed your work — in other words, what did you prioritize in your design based on understanding your learners and the contexts?
Meets Expectations
ALL of the following are true:
❏ Learner analysis: Describes relevant information about learners with at least 3 distinct learner characteristics (e.g., demographics, prior experiences, motivators or obstacles to learning, attitudes and preferences).
❏ Context analysis: Describes relevant information about context (e.g., setting, modality, conditions).
❏ Implications: Narrative specifies how an understanding of learners and context will inform design priorities and decisions.
❏ Concept connections: Explains how two concepts* from HPL Modules 1-4 inform an understanding of the targeted learners and design priorities.
Part 3: Goals & Outcomes (suggested length: 350–500 words)
Articulate at least one goal statement and at least two outcome statements (created in Module 5 Learning Sequence 2). Each outcome statement must be aligned to a goal (two outcome statements can align to the same goal). Your goals and outcomes should follow the guidelines in the module for crafting clear and effective statements.
Include an explanation for each goal and outcome. The explanation should provide insight into why these goals and outcomes were selected and include ways in which these goals and outcomes
• address your purpose(s), rationale, or big idea(s);
• tie directly to the needs, challenges, or expectations of the learners;
• address desired skills, knowledge, or behavior in support of outcomes;
• take into account what we have studied about how people learn and develop.
Optional: If your design is intended for a specific context (e.g., a real school district or system or an existing college or university curriculum), you may also share how these goals align with state standards or institutional goals or otherwise support the goals of a larger organizational context.
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Meets Expectations
ALL of the following are true:
❏ Provides at least one goal statement and two outcome statements (aligned to a goal statement).
❏ Goals are appropriate for the targeted learners.
❏ Outcome statements specify what learners will be able to do at the end of the learning experience.
❏ Design alignment: Each outcome statement is linked to a specific goal statement.
❏ Rationale: Shares insight into why goal(s) and outcomes were selected.
❏ Concept connections: Explains the rationale for the goals and outcomes effectively using at least one concept* from HPL Modules 1–4.
Part 4: Assessment Approach (suggested length: 350–500 words)
Indicate the formative and summative evidence that you will collect to assess how learners are making progress toward the goals and outcomes you determined (created in Module 5 Learning Sequence 3). You should explain your rationale for your choice of assessments, including
• the timing and format of the proposed assessments;
• how the assessments are aligned with your stated goals/outcomes and are appropriate for your learners
(drawing on at least one concept from HPL);
• how you will provide feedback to learners.
Meets Expectations
ALL of the following are true:
❏ Proposes a clear plan for both formative and summative assessments, including timing and format of the assessments.
❏ Design alignment: Explains how the proposed assessments are aligned to specific goals and outcomes.
❏ Describes the process for providing feedback to learners.
❏ Concept connections: Analyzes the assessment approach using at least one concept* from HPL Modules 1-4.
Part 5: Learning Activities (suggested length: 450–600 words)
Describe what learners will do to develop the knowledge, skills, and/or dispositions you hope they will develop and explain the rationale for your choice (created in Module 5 Learning Sequence 4). (If desired, you may note your chosen instructional stance and your reason for it, but this is not required.)
Identify at least one type of learning activity you will include in the experience and justify your choice(s) as particularly well suited to your learners and as enabling practice of the knowledge and skills specified in the outcomes and made evident in assessments.
Analyze your approach using at least three and no more than five concepts from Modules 1–4 of HPL that you think are especially pertinent to inform your design proposal. You might address
• concepts that suggest your chosen approach is likely to be appropriate and effective, and why;
• concepts that, if you ignore or misapply them, would potentially hinder your learners’ experience, and
why.
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Meets Expectations
ALL of the following are true:
❏ Describes at least one learning activity
❏ Design alignment: Learning activities are well suited to the specified learners and to enable them to practice the desired knowledge and skills aligned to specified goals and outcomes
❏ Concept connections: Justifies the design of the learning activities using 3-5 concepts* from HPL Modules 1–4
❏ No more than one of the included HPL concepts is misinterpreted or misapplied
Part 6: Reflection (suggested length: 300–500 words)
Reflect on lessons learned while developing the design proposal. Consider one or more of these reflection points:
• Insights you gained from the process.
• Any questions or concerns you have about your design or the design process.
• Any challenges you envision facing if you further develop or implement your design.
Envision and describe what you would do to implement this project. Consider one or more of the following ideas:
• Any next steps you might take to pursue the development of this project.
• How you would build on your learning in the year ahead or in your career.
• How this project relates to your professional aspirations or the change you want to make in the world
through education.
Complete
❏ Describes insights, questions, or concerns that are relevant to the project
❏ Specifies connections to personal goals and next steps for building on learning from HPL or further developing this proposal
Part 7: References (not included in overall word count)
Cite all sources you referenced, preferably using APA formatting. If you prefer to use an alternative citation convention, that is fine as long as you appropriately and fully credit all sources, including HPL materials, readings, videos, and other course participants. See the Research, Writing, and Citations page in the HPL Resources module for more information.
Complete
❏ Provides in-text citations and reference list including attributions or credits to the contribution of other people’s ideas and writing
Part 8: Appendices (OPTIONAL)
You may include optional reference materials, but you should not assume your Teaching Fellow will have time to review them and they will not be assessed.
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For assessments, students receive grades based on participation, projects and blog posts. For the activities, I would like to write about the introduction of generative ai, some common generative ai softwares for image, audio, texts, and videos (like midjourney, udio, gpt, runwayml) , then work on some workshops for hands-on sessions.
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