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Reverse Engineering the Online Classroom

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

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  1. 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

  2. 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

  3. 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?

  4. 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

  5. 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

  6. Learning Outcomes: Good Examples Psychomotor Cognitive Affective

  7. 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

  8. Source: http://www.schrockguide.net/bloomin-apps.html

  9. Getting Started: Action Verbs!

  10. 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!

  11. 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?

  12. 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

  13. Holistic http://www.temple.edu/tlc/resources/handouts/grading/Holistic%20Critical%20Thinking%20Scoring%20Rubric.v2.pdf

  14. Analytic http://www.uwstout.edu/soe/profdev/upload/Reflection-Journal-Rubric.doc

  15. 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”

  16. 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??

  17. Text-first Teaching • Glitzy ≠ Quality • Use media when/where appropriate • Chunk! • Watch tone • Watch idioms and culture-specific references

  18. Step 4: Obtaining Resources • What do you already have? • What do you need? • DIY? Existing? • Required vs. Supplemental • Primary vs. Remediation

  19. 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

  20. Questions?

  21. 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/ • PennDOTTestingSign Photo:http://www.flickr.com/photos/20166293@N03/5871493928/sizes/l/in/photostream/

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