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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/