01-design.md: restore old content

_episodes/01-design.md

@@ -1,12 +1,128 @@
 ---
 title: "Lesson Design"
-redirect_to:
-- https://carpentries.github.io/curriculum-development/
+teaching: 10
+exercises: 0
 questions:
 - "How do we design lessons?"
-hidden: True
-
+objectives:
+- "Describe the reverse instructional design process."
+- "Describe the purpose and implementation of formative assessments."
+keypoints:
+- "Lessons are designed in four stages: conceptual, summative, formative, and connective."
 ---
 
-Visit our [new curriculum development guide](https://carpentries.github.io/curriculum-development/).
+This episode describes how we go about designing lessons and why.
+For more information on how we design lessons and why,
+see our
+[**new curriculum development guide**](https://carpentries.github.io/curriculum-development/).
+Our instructor training course can be found at <https://carpentries.github.io/instructor-training>
+
+## Reverse Instructional Design
+
+### Idealized
+
+In principle,
+we design lessons in four stages:
+
+1.  **Conteptual:** describe target audience,
+    overall lesson's goals,
+    and how long it is going to be.
+
+    **Example**:
+
+    a. A lesson for people who have taught themselves
+    how to write page-long statistical analyses in R using RStudio,
+    but have never written functions or run programs from the Unix shell prompt.
+
+    b. Lesson's overall goal is to teach them how to write modular programs
+    and how to use `dplyr` to regularize their analyses.
+
+    c. Esimated time: half a day.
+
+    It's often helpful to use [concept maps][concept-maps] in this stage.
+
+2.  **Summative Assessment:**
+    figure out how learners will demonstrate that they have mastered the material.
+
+    **This is the most important step** because
+    it determines the scope of the lesson.
+
+    **Example**:
+    Write a four-function program
+    to load, clean up, analyze, and plot a collection of medical data sets.
+
+3.  **Formative Assessments:** describe exercises that learners will do during the lesson.
+
+    It wouldn't be fair to ask someone to parallel park on a driving test
+    if they'd never done it before.
+    Therefore, two formative assessments in a driving course might be
+    "back up" and "parallel park between safety cones".
+
+4.  **Connect the Dots**:
+    put the formative assessments in order
+    and develop lesson episodes to go from one to the next.
+
+    It is common to sketch a concept map for each lesson episode,
+    both to outline its key ideas
+    and to check that it's not too big.
+    The ordering of lesson episodes is constrained by dependencies
+    but is usually not completely determined by them:
+    there are often several different orders in which ideas can sensibly be introduced.
+    It is common to discover a need for more formative assessments at this stage;
+    to continue with the driving example,
+    the lesson author might realize that a third exercise on turning while backing up is needed
+    (since many people initially turn the steering wheel the wrong way when they're in reverse).
+
+
+### In practice
+
+In practice, the process often looks more like this:
+
+1.  Draft the assumptions and major outcomes.
+
+2.  Describe the summative assessments for each half day of material
+    (i.e., one summative assessment for a three-hour lesson and two for a full-day lesson).
+
+3.  Write a one- or two-line description of the formative assessments
+    building up to those summative assessments.
+    These should be used ideally every 5 minutes and at least every 10-15 minutes.
+
+4.  Get early feedback from peers,
+    particularly on how realistic the time estimates are.
+
+5.  Do a second pass to flesh out the assumptions and assessments.
+
+6.  Get more feedback.
+
+7.  Start writing the lesson content.
+
+Steps 1-6 are best done in a single Markdown file for easy review;
+if you are using this template,
+you should call it `_extras/design.md`.
+Once work starts on step 7,
+the detailed milestones should be moved into lesson episode files.
+For an example of this,
+see the [novice Python lesson using the gapminder data][python-gapminder].
+
+## What Makes a Good Formative Assessment
+
+The two purposes of formative assessment are
+(a) to help learners prepare for the summative assessment and
+(b) to tell them and their instructor *during the lesson*
+whether they're making progress (and if not, what obstacles they have hit).
+If lesson episodes are 10-15 minutes long,
+then formative assessments should take no more than 5 minutes.
+This means that formative assessments should be:
+
+*   multiple choice questions,
+*   debugging exercises
+    (in which the learner is given a few lines of code that do the wrong thing
+    and asked to find and fix the bug), or
+*   extensions of examples show in the lecture.
+
+Good formative assessments do *not* require learners to write lots of code from scratch:
+it takes too long,
+there are usually too many possible right solutions to discuss in just a couple of minutes,
+and many novices find a blank page (or screen) intimidating.
 
+{% include links.md %}