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Reverse Engineering the Online Classroom. Ann H. Taylor Director, Dutton e-Education Institute Penn State University This presentation is licensed under a Creative Commons Attribution- ShareAlike 3.0 Unported License. Where do we begin?. This is a chance to rethink your course!

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Reverse engineering the online classroom

Reverse Engineering the Online Classroom

Ann H. Taylor

Director, Dutton e-Education Institute

Penn State UniversityThis presentation is licensed under a Creative Commons Attribution-ShareAlike3.0UnportedLicense

Where do we begin
Where do we begin?

  • This is a chance to rethink your course!

  • Most faculty start by selecting a textbook

    If my colleagues and I all use the same textbook,what am I adding to this class?

  • A better way: Know where you are going, then reverse engineer!Outcomes  Assessments  Learning  Resources

Step 1 identify learning outcomes
Step 1:Identify Learning Outcomes

  • Why? Learning outcomes provide:

    • Students with a target and motivation for learning, plus a basis for self-assessment

    • Faculty with a focus for course design

  • Your starting point: Where do you want your students to end up?

  • Think “performance”—What should your students be able to…

    • Know?

    • Do?

    • Feel?

Learning outcomes practice practice practice
Learning Outcomes:Practice, Practice, Practice!

  • Is it clear to others what is expected?

  • How would you measure it?

  • Are you reaching for a wide range of skills and knowledge?

    • Cognitive

    • Affective

    • Psychomotor

Learning outcomes poor examples
Learning Outcomes: Poor Examples

  • Demonstrate to students how to set up laboratory equipment

  • Explain to students how to calculate a quadratic equation

  • Understand addition is commutative and demonstrate with turn-around facts

  • Understand the inverse relationship between addition and subtraction

  • Demonstrate knowledge of the team process

  • Develop an appreciation of music

Learning outcomes good examples
Learning Outcomes: Good Examples




Learning outcomes the cognitive domain
Learning Outcomes:The Cognitive Domain

  • Remembering:Can the student recall or remember the information?

  • Understanding:Can the student explain ideas or concepts?

  • Applying: Can the student use the information in a new way?

  • Analyzing: Can the student distinguish between the different parts?

  • Evaluating: Can the student justify a stand or decision?

  • Creating: Can the student create new product or point of view?



Step 2 determine assessments
Step 2:Determine Assessments

  • What ARE “assessments”?Tools you use to determine how far a student has come in reaching a desired learning outcome

  • Assessments should directly link to learning outcomes

  • The tool should match the job

  • Might need to adapt yourassessment for a distant audience!

When and how to assess
When and How to Assess


  • Formative vs. Summative

  • Informally vs. Formally


  • What tasks make sense for the learning outcome?

  • How will the assessment be scored?

  • What evaluation criteria and standards will you use?

The rubric an assessor s best f riend
The Rubric – An Assessor’s Best Friend!

  • Scoring guide

  • Details the criteria that will be used to evaluate performance

  • Helps focus teaching

  • Helps ensure consistency in evaluation

  • Communicates expectations to students

  • Provides students with a means for self-check

  • Primary types: Holistic and Analytical



Potential issues when assessing online
Potential Issues When Assessing Online

  • Some things never change:

    • Cheating

    • Plagiarism

    • Late or dog-eaten homework

  • Technology failure

  • Lack of access to needed resources

  • Submitting work, sharing feedback

    • File size, file transfer

    • File formats

    • Alternatives to “writing in the margins”

Step 3 teaching and learning
Step 3: Teaching and Learning

  • Now that you know where you are headed, how will you get there?

  • What do you need to teach?

  • What do your students need to experience?

  • What kinds of practice will they need en route?

  • How will you do this all online??

Text first teaching
Text-first Teaching

  • Glitzy ≠ Quality

  • Use media when/where appropriate

  • Chunk!

  • Watch tone

  • Watch idioms and culture-specific references

Step 4 obtaining resources
Step 4: Obtaining Resources

  • What do you already have?

  • What do you need?

  • DIY? Existing?

  • Required vs. Supplemental

  • Primary vs. Remediation

Resources to get you started
Resources to get you started

  • Merlot

  • Khan Academy

  • TED Talks

  • Academic Earth

  • Teachers’ Domain (College edition) / PBS Learning Media

  • FREE

  • National Science Digital Library

  • Thinkfinity

  • The Internet Archive

  • YouTube

  • News sites:NBC Learn, NY Times

  • Publishers!

  • MovieClips


  • Background Photo:[email protected]/4092900623/

  • Question Mark Sign Photo:[email protected]/2300558555/

  • Map Reader Photo:

  • Student Driver Photo:[email protected]/3323161419/

  • Piano Teacher Photo:[email protected]/3652034878/

  • PennDOTTestingSign Photo:[email protected]/5871493928/sizes/l/in/photostream/