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Reverse Engineering the Online ClassroomAnn H. TaylorDirector, Dutton e-Education InstitutePenn State University
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+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
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!
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
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
Cognitive
Affective
Psychomotor
+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?
Source: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
+Source: http://www.schrockguide.net/bloomin-apps.html
+Getting Started: Action Verbs!
+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
Formative vs. Summative
Informally vs. Formally
HOW
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 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
+Holistic
http://www.temple.edu/tlc/resources/handouts/grading/Holistic%20Critical%20Thinking%20Scoring%20Rubric.v2.pdf
+Analytic
http://www.uwstout.edu/soe/profdev/upload/Reflection-Journal-Rubric.doc
+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
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
Glitzy ≠ Quality
Use media when/where appropriate
Chunk!
Watch tone
Watch idioms and culture-specific references
+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
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
+Questions?
+Acknowledgements
Background Photo: http://www.flickr.com/photos/11738433@N03/4092900623/
Question Mark Sign Photo: http://www.flickr.com/photos/35034361412@N01/2300558555/
Map Reader Photo:http://www.flickr.com/photos/zoetnet/4851934830/
Student Driver Photo:http://www.flickr.com/photos/14132971@N05/3323161419/
Piano Teacher Photo:http://www.flickr.com/photos/31133811@N07/3652034878/
PennDOT Testing Sign Photo:http://www.flickr.com/photos/20166293@N03/5871493928/sizes/l/in/photostream/