EDUC 391 - Engineering Education and Online Learning, Spring 2016

Project: Teaching Teachers

Camila Pereira, James Leo, Lucas Longo

Learning Outcomes

Organizational need

Professor in higher education are undoubtedly experts in their fields, yet one can argue that most know little of or not follow the most recent research on education. Professors, for the most part, are still sages on the stage teaching to a large number of students at once with little engagement by the students and only summative assessments to gauge their learning. The problem is that teaching this way requires less time from the professor than if the course included a capstone project, in-class discussions, engaging directly with the material and other instructional activities and learning experiences  that require a great deal of planning, coordination, and time to evaluate.

The need is to instigate professors to think of ways they can improve their class so that students are more engaged and that the professor sees deeper learning happening.

Learning task

Professor in higher education institutions will learn how to create a pedagogically enhanced course structure with learning objectives, assessments, and instructional activities that are intrinsically coupled with one another in order to improve the learning outcomes of their courses.  

Skill hierarchy

Performance objectives

  1. After using our platform, learners will be able to construct learning objectives using the ABCD method that informs what the assessment must demonstrate evidence of.
  2. After using our platform, learners will be able to construct assessments designed to demonstrate evidence that the learning objective has been achieved.
  3. After using our platform, learners will be able to create instructional activities provide the learners with the knowledge and/or skills that will be measured or detected by the assessments.