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Reverse Engineering the Online Classroom

This presentation by Ann H. Taylor, Director of the Dutton e-Education Institute at Penn State University, emphasizes the importance of rethinking course design in online education. Faculty are encouraged to start with clear learning outcomes and then reverse engineer the course structure to align assessments, teaching methods, and resources with these goals. The focus is on creating an engaging learning environment that fosters self-motivation and diverse skill acquisition. Key strategies are shared to enhance effective assessment and ensure consistency in evaluation.

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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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