Hackasaurus Professional Development Curriculum

Hackasaurus
Professional Development Curriculum

Running head: HACKASAURUS: THE PD CURRICULUM 1
Hackasaurus: The Professional Development Curriculum
Alicia Bradley, Helen Lee, Pauline Lee
Teachers College, Columbia University
C&T 4052: Designing Curriculum and Instruction
Professor Cummings
December 19, 2011

HACKASAURUS: THE PD CURRICULUM 2
Table of Contents
Rationale and Goals……………………………….……………………………………………...3
Organization……………………………………………………………………………………...8
Content Overview: Unit Map
Hackasaurus Curriculum Map…………………..………………………………………..16
Sample Napoleon Unit Map………………………………………………………………18
Learning Experiences Bank………………………………………………………………...……19
Assessment………………………………………………………………………………………25
Conclusion……………………………………………………………………………………….28
Lesson plans
Lesson 1: Introduction to Hacking the Web & Rubric…………………………………….29
Lesson 2: Hacking the Web-Remixing HTML…...………………………………………..36
Lesson 3: Hackasaurus Collaboration & Rubric……………………………………….......45
Brainstorming Worksheet……………...………………………………………….51
References………………………………………………………………………………….…….52
Annotated List of Resources and Materials…….…………………………………….……54
Annotated Bibliography……………………………………………………………….….. 56

Rationale
The Hackasaurus curriculum was sparked by asking this question, “Can you imagine
being able to read but not write?” Many students today are fluent in reading the web and are
able to search the web independently. However, most of them have little knowledge of how the
web is constructed and lack the skill set to write and create original content online. The
philosophy behind the Hackasaurus Professional Development (PD) curriculum is to help all
educators understand that the web is an open space that requires active participation from
members of the community so that everyone, students and teachers, can actively contribute to the
web.
This curriculum is developed using a learner-centered approach and challenge-based
learning. There is very little lecturing and the activities are hands-on, so that learners have an
interactive experience throughout the curriculum. There are a total of three lesson plans based
on Wiggins and McTighe’s Understanding by Design framework (2005). In every lesson plan,
learners are guided through series of mini-challenges, collaboration projects, and group
discussions that are designed to help learners develop the key concepts or skills required to
become an active web participant. Educators who undertake this curriculum will eventually be
able to facilitate their own Hackasaurus workshop and cater the lesson to their individual
classroom needs.
Hackasaurus is an open source tool developed by the Mozilla Foundation designed to
help participants learn Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS)
codes which are the essential languages for web making (Mozilla.org Contributors,
2011). Hackasaurus is a tool that anyone can learn quickly and easily so that educators can use
Hackasaurus to teach about the web without being a web coding expert.

Since this is a PD curriculum, the students are formal and informal educators who are
interested in integrating technology into their existing classrooms. Their role is not only to learn
about Hackasaurus, but to understand how to use it as a learning tool. At the end of the lesson,
students are encouraged to come up with their own activities that combine the traditional content
knowledge with the newly acquired web skills and tools. The role of the teachers is to facilitate
Hackasaurus workshops. The teachers are not necessarily well-versed in web coding languages,
but are able to guide students through the experience effectively and encourage participatory
learning.
The social relevance of this curriculum is threefold. First, children today are proficient at
browsing the web but most of them have little knowledge of how the web is
constructed. Therefore, it is important for educators to teach students about how the web is
constructed, as well as the language for web making, so all members can become active
participants of the online world. Second, there is an increased market demand for jobs that
involve technology and web design; preparing students at an early age will make them become
more competitive for future careers (Wright, 2009). Third, Hackasaurus is an open source
project, meaning it is a free tool in which people from all over the world collaborate on in order
to provide services for the good of the online community. It is important as educators to pass on
the concept of open source tools so the web can remain an active participatory space rather than
a commercially private space.
This curriculum responds to the International Society for Technology in Education
National Educational Technology Standards for Teachers and Students (ISTE.NETS, 2007). The
ISTE.NETS Teacher Performance Indicators targeted in the Hackasaurus PD curriculum include:

• Standard 1 - Facilitate and Inspire Student Learning and Creativity
• Standard 2 - Design and Develop Digital-Age Learning Experiences and Assessments
• Standard 5 - Engage in Professional Growth and Leadership
The ISTE.NETS Students Performance Indicators targeted in the Hackasaurus PD curriculum
include:
• Standard 1 – Creativity and Innovation
• Standard 5 – Digital Citizenship
• Standard 6 – Technology Operations and Concepts

Goals
The overarching goals of the curriculum are to help educators understand that the web is
an open space that requires active participation for all and students can easily learn the language
for web making using Hackasaurus. The learning goals support the curriculum rationale by
presenting the knowledge and skill sets necessary to become active participants on the web. The
creation of authentic challenges is the ideal learning environment for understanding complex
concepts (The Cognition and Technology Group at Vanderbilt, 1990). Therefore, the students, in
this case educators participating in the PD curriculum, are guided through authentic mini-
challenges and interactive activities that break down major concepts such as web, hacking, and
HTML into digestible chunks.
There are three specific goals with corresponding lesson plans that are designed to
scaffold students throughout the learning process. The first lesson plan targets the learning goal
of understanding hacking and active participation on the web. This specific learning goal is
achieved by establishing key concepts of hacking through physical activity and paper models,
where students are challenged to hack and remix the contents of a dance and a paper face in
order to make new things through active participation. The challenge activity also simulates the
structure of HTML tags, so participants can recognize there are many similarities between
hacking on traditional media and the web. After completing these activities, students can easily
transition to hacking on the web platform in the next lesson.
The second lesson targets the learning goal of understanding basic HTML and CSS
languages for writing the web using Hackasaurus. Participants are introduced to the X-ray
Goggles tool within Hackasaurus and are asked to complete hacking challenges with specific
guidelines, such as remixing two image elements and three style elements. By completing the

challenge, participants acquire the necessary web making knowledge to develop their own
interdisciplinary learning activities that combine web making with traditional curriculum
content.
The third lesson plan targets the learning goal of understanding how Hackasaurus can be
used as a learning tool. Participants are asked to reflect on their own experiences during the
hacking challenge, brainstorm possible activities and share their lesson ideas with the rest of the
group. Through the active participation of consolidating learning activities, participants exercise
their newly acquired web knowledge and integrate them into traditional content that suits their
classrooms.

Organization
Content Organization - Topical
The Hackasaurus PD curriculum is organized topically. Each lesson plan contains its
own topic that explores different aspects of HTML. The first lesson plan’s topic is primarily
concerned with hacking dance moves, being collaborative in making a face, and ends with a
lesson on the open web, hacking, and the X-ray Goggles. Generally, the first lesson plan’s topic
is an introduction to hacking and is activity-based with a lesson at the end. The second lesson
plan’s topic involves teaching students the specific technical aspects of how to navigate the X-
ray Goggles. It is primarily challenge-based. The final lesson plan’s topic involves reflection
and brainstorming about possible uses of Hackasaurus in a curriculum. In summary, the topics
are as follows: 1) Collaborative activity, introductory lesson; 2) Technical challenge-based
exploration; and 3) Reflection and brainstorming. One final note about this curriculum’s content
organization is that it is built in a way such that the beginning lessons build from basic
knowledge, and later lessons use scaffolding to build on previous lessons.
Organization and Rationale
Throughout the curriculum, students are taught that the web is an open space that requires
active participation from members of the community. This is played out in several ways in each
of the lessons. The first lesson is where they directly learn about how the web is an open space.
The activities that come before this teaching include collaborative activities where learners are
actively involved in participating and changing the dance moves or a face. By playing out these
activities in real life, learners begin to understand that this concept can be applied to the web as
well. The second lesson also encompasses the idea of the web being an open space, because
students begin to discover that they can hack and make changes to a webpage. This discovery

has great impact, and students feel empowered that they can make a difference in a webpage’s
content. The final lesson involving reflection and brainstorming is where the real potential of
this curriculum can be elevated. Learners actively participate in discussions and group work to
figure out ways that Hackasaurus can be incorporated into a more traditional lesson plan. In all
of these lesson plans, the concepts of the open web and active participation are being realized
more and more.
A learner-centered and challenge-based approach was chosen to teach Hackasaurus, in
order to once again hone in on the idea that the web is collaborative and requires active
participation (The Cognition and Technology Group at Vanderbilt, 1990). By crafting the
activities in such a way where learners need to interact with each other, brainstorm together, and
share their hacks, students mirror the way the web is created - through a collaborative and
dynamic system. Each activity requires students to work independently on some parts, but also
allows for them to come together in the end to show their work. This allows for further idea-
making and brainstorming, so that if a student worked on something again, he or she could come
up with a more innovative and creative product. In light of the web, many companies look at
various websites and use different pieces of design from different places, creating a place where
sharing and borrowing is rampant.
Other important components that are taught in this curriculum are the concepts of HTML
and CSS, and being able to read the basic code. In the process of performing the hacks, copying
and pasting image locations, and remixing, students will become more and more familiar with
the language of HTML as the curriculum unfolds. This is the power of scaffolding - the first
lesson teaches the basics of the open web, the next one then uses the X-ray Goggles and
introduces students to HTML, getting students deeper and deeper into the code. However,

students are not expected to become proficient in coding in a way that programmers are (which
may scare them away from using this tool); rather this tool is used to familiarize learners with the
language of HTML and help them create original content.
Timing
This specific curriculum is created as a half-day workshop. The three lesson plans are 90
minutes, 120 minutes (with or without a break), and 45 minutes respectively. The reasoning for
this timeline is that oftentimes teachers are very busy and do not have the time to attend full-day
or multiple-day workshops. This curriculum therefore offers a concentrated experience that is
sufficient to enable them to think of ways to use Hackasaurus in their classrooms. Because it is
offered in a more concentrated time period, the tradeoff is that students may need to spend
additional time outside of the workshop to think of creative ideas for incorporating Hackasaurus
into their classrooms. The table on the following page displays how this particular curriculum’s
schedule could look:

This curriculum could also be modified in order to be flexible to meet the needs of
educators with more time and deeper interest in Hackasaurus, as well as varying types of
students. This curriculum could be envisioned as a one-day workshop with fuller lesson plans
incorporating a few more lessons interspersed to enable educators to fully realize their potential
Half-Day Hackasaurus Workshop - Sample Schedules
With Lunch Morning Afternoon
8:00 AM Lesson 1 (90 min)
8AM - 9:30AM
9:00 AM
Lesson 2 (120 min)
9:30AM - 11:30AM
10:00 AM Lesson 1 (90 min)
10AM - 11:30AM
11:00 AM
Lunch Break (30 or 60 min)Lesson 3 (45 min)
11:30AM - 12:30PM 11:30AM - 12:15PM
12:00 PM
Lesson 2 (120 min Lesson 1 (90 min)
+ 15 min break = 135 min) 12:30PM - 2PM
1:00 PM 12:30PM - 2:45PM
2:00 PM Lesson 2 (120 min)
2PM - 4PM
Lesson 3 (45 min)
3:00 PM 2:45PM - 3:30PM
4:00 PM Lesson 3 (45 min)
4PM - 4:45PM

as Hackasaurus teachers. Additionally, if Hackasaurus is taught to young students in elementary
school or middle school, they may need more time to learn the material. Therefore, this
workshop may span a full-day, with more support to teach younger learners.
A modification that was created for high school students was a four-day workshop with
each day providing a four-hour hacking session. This workshop went into greater depth on each
lesson, contained more activities and challenges, and fully utilized the Mozilla Badges project to
win badges and ultimately the Facilitator Certificate. As a final component of the lesson plan,
students had a session on facilitating each other in order to enable them as Hackasaurus
educators. The table below shows the various schedules for these modified curricula as
previously discussed:
Full-Day Hackasaurus Workshop - Sample Schedule
Full Day
8:00 AM
Lesson 1 (90 min)
8:30AM - 10AM
9:00 AM
10:00 AM Break (15 min)
Lesson 2 (120 min)
10:15AM - 12:15PM
11:00 AM
12:00 PM
Lunch Break (30 or 60 min)
12:15PM - 1:15PM
1:00 PM
Other Lesson (60 min)
1:15PM - 2:15PM
2:00 PM
Other Lesson (60 min)
2:15PM - 3:15PM
3:00 PM
Break (15 min)
Lesson 3 (45 min)
3:30PM - 4:15PM
4:00 PM

Learning Environment Factors
Certain factors need to be considered when creating the learning environment, such as
students with different needs and utilizing effective teaching strategies to initiate interest for
students. Professional development students of Hackasaurus have different needs, since they
may have various levels of technological knowledge and are teachers for different subjects. In
order to address these needs, the teacher may need to spend more time with certain students who
need additional technological help. Additionally, it would be helpful for the teacher to create an
open environment where students can ask questions and also help each other on any
technological needs. Another consideration that the professional development students of
Hackasaurus need to keep in mind is the techniques they will use to teach their students in the
classroom. Various factors need to be considered to accommodate students with differing
academic, social, linguistic, physical, and cultural needs. In many cases, teachers will need to
spend more time with their students who differ in any of these aspects. Additionally, teachers
can make the lessons simpler to accommodate these students. Finally, teachers have the power
to influence the subject matter of these lessons in order to cater to students with different needs.
Teachers need to help students through various high-energy activities and innovative
technological tools in such a way as to capture student interest. Because the energy level is high
for some of the activities, such as Lesson 1, teachers need to teach with a high energy level that
creates a fun environment for students. Teachers also need to be patient when teaching the
HTML and CSS portions, because those may be difficult for some students to grasp and navigate.
Finally, in Lesson 3, teachers need to use facilitation skills to engender creative thought and
discussion among their students. This skill is sometimes difficult, especially with children, so
using various prompting questions, and leveraging off of what students say is important.

When considering the teaching technique for this curriculum, keeping in mind the theory
of multiple intelligences is useful to cater to different students’ needs (Denig, 2004). This theory
proposes that there are eight types of intelligences through which students learn. The
Hackasaurus curriculum incorporates activities that utilize the kinesthetic intelligence (Hack
Dance), the interpersonal intelligence (discussion and brainstorming), the linguistic intelligence
(learning the tool), and the spatial intelligence (also learning the tool). Covering four of the
intelligences in this curriculum creates better multi-dimensional learning that suits a broader
audience. Employing these various techniques will help with building student interest and
developing continuity of experience for students.
To layer onto the learning experience, the community and parents could also be involved
with this curriculum, because Hackasaurus is an open source tool that exists to create a broader
community of interested learners who wish to contribute to the Hackasaurus project. These tools
include a Wiki, Google Group, Twitter, and Facebook. Learners can use any materials or lesson
plans on the Wiki and Google Group, ask questions, and provide feedback, or upload their own
materials (MozillaWiki - Hackasaurus, 2011; Google Groups - Hackasaurus, 2011). Having a
space where learners can ask questions and have discussions is a good method to help students
learn HTML (de Bra, 1996). Twitter and Facebook keep the community abreast of any major
events and new information regarding Hackasaurus (Twitter - Hackasaurus, 2011; Facebook -
Hackasaurus, 2011). Parents come into play when the PD learners move on to teach their own
students. These teachers could get parents involved through the publish feature of Hackasaurus,
including having students email their hacked web pages to their parents, or print the hacks out
for students to share with their families. Other opportunities exist as well, such as incorporating

this work if there is a student fair where students show parents what they have worked on
throughout the year, or during parent-teacher conferences.
Providing a solid learning environment can spark interest not only during the time period
of the session, but for the future and further creative thought. One of the end goals of these PD
sessions is to help educators think of ways they can incorporate Hackasaurus into their lesson
plans and curricula, so it is crucial to create lasting interest during the sessions as well as through
community involvement.

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Workshop Session Key Concepts & Terms
Performance
Standards
Skills & Knowledge Learning Activities Assessment
Hackasaurus Intro to Hacking
hack, web, active participation,
remix, HTML, CSS, tags
ISTE NETS
(Students)
1a , 1b, 5b, 5d, 6a
Students will understand that...
How the web is constructed
Why it is important to actively participate on the web
Students will be able to...
Articulate definitions of key terms
Argue the importance of knowing how to code
Articulate the basic structure of how code is constructed through HTML tags and
CSS codes
Install Hackasaurus X-ray Goggles
Hack Dance
"Face" Your Challenge
PowerPoint Presentation
Observation: participation, enthusiasm, discussion, originality, aesthetics, collaborative
skills, completion of installation of X-ray Goggles.
See attached rubric
Hacking the Web
HTML, CSS, HTML syntax-
<img>, X-ray Goggles shortcut
keys
ISTE NETS
(Students) 1a, 1b,
5b, 5d, 6a
Hackasaurus is a useful tool to remix web pages
HTML language represents certain images or style elements
Recognize basic HTML syntax
Use the X-ray Goggles and shortcut keys to remix elements
Hacking Demonstration,
Superhero Hack,
Holiday Hack, Template
Hack
The student can successfully hack a webpage meeting the lesson specifications.
The student can publish the hacked page and is able to present it to the class.
The student can answer questions about HTML and CSS elements when prompted.
See attached rubric.
Hackasaurus
Collaboration
hack, web, active participation,
remix, HTML, CSS, tags,
syntax, X-ray Goggles, shortcut
keys, collaboration
ISTE NETS
(Teachers)
1d, 2a, 5a, 5c
Hackasaurus can be used as a learning tool
Hackasaurus can be used to make lessons more engaging and effective
Collaborating and sharing lesson plans with other educators can make lesson
planning more efficient and effective
Collaborate with others to create a lesson plan Facilitate a lesson using
Hackasaurus as a learning tool
Hackasaurus Reflection
Hackasaurus
Brainstorming
Observation: active participation, collaboration
Evaluation: The lesson plan can be easily implemented.
The lesson plan is applicable to the subject area.
See attached rubric.
Wiki Create a Wiki
wiki, active participation,
embed
ISTE NETS
(Teachers) 1d, 3b,
4a, 4d
There are spaces on the web to allow anyone to share information
The web has spaces for active participation
How information can be added to a wiki page
Create a wiki page
Embed videos on the wiki page
Create a Wiki
Wiki Information
The student can create a wiki page.
The student can add information to the page.
The student can embed a video.
Hackasaurus &
Wiki
upload
ISTE NETS
(Teachers) 1d, 3b,
4a, 4d, 5a, 5c, 5d
Wikis can be used as educational tools
Add their Hackasaurus lesson plans to a wiki so others can use it
Hackasaurus Plan
Giving Instruction
The student can add their Hackasaurus lesson plan to a wiki.
The student can provide detailed instructions about their lesson plan on the wiki.
The Hackasaurus Curriculum can be used in conjunction with other technology workshops to provide new skills to teachers and further enhance their abilities to use technology for learning. This curriculum unit map demonstrates how the Hackasaurus Curriculum could be included in a
series of technology for learning workshops.

17
Google Groups
Intro to Google
Groups
forum, rich-text editing
ISTE NETS
(Teachers) 1d, 3b,
4a, 4d, 5a, 5c, 5d
Students will understand that…Google Groups is a web space where people with
common interests can come together to share information
Google Groups is an open space
Google Groups can be used as an educational resource
Students will be able to…
Create a Google Group Use
rich-text editing on their pages
Create a Google Group
The student can create a Google Group page. The student can add content on the
Google Group page.
Google Groups
Collaboration
comment, feedback
ISTE NETS
(Teachers) 1d, 3b,
4a, 4d, 5a, 5c, 5d
Students will understand that…
Educators can use Google Groups to share lesson plan ideas and resources
Resources can be shared with educators in any geographic locality
Students will be able to…
Add their Hackasaurus lesson plan to Google Groups
Comment and give feedback on other educators' lesson plans
Adding to Google
Groups Commenting
on Google Groups
The student can add a Hackasaurus lesson plan on Google Groups.
The student can comment and give feedback on lesson plans.

Sample Napoleon Unit Map 18
This is a sample unit map showing how Hackasaurus could be incorporated into a history unit on Napoleon.
Day Date Objective Activity Homework Assessment
1
27-Aug
To learn about Napoleon's
Family Life
Read Napoleon
Chapter in Textbook;
Begin Timeline
Finish reading the
Napoleon Chapter
Check students' timelines to ensure they have included critical
components
2
28-Aug
To learn about Napoleon's
Military Career
Present Napoleon
video; Continue
Timeline
Finish the timeline Continue to check the timeline
3
31-Aug
To learn about Napoleon and
his actions
Critical History of
Napoleon article
Complete Napoleon
worksheet
Students are able to accurately complete the Napoleon worksheet
4
1-Sep
To introduce students to
Hackasaurus
Hackasaurus Remix
Historical Figure
Hack
Practice Hackasaurus,
Research images to use in
Napoleon hack
Students are able to use Hackasaurus to remix a webpage
5
2-Sep
To create a Napoleon page
using Hackasaurus
In groups, students
hack a page
(Facebook, Wiki,
Google) to create a
page about Napoleon
None Students actively participate in the activity
Students create a page about Napoleon that includes factural
information taken from their timelines, textbook, and video
6
3-Sep
To present the Hackasaurus
page
Students present
their pages to the
class
Study for quiz The webpage is informative and easy to understand
The webpage contains factual information
All students in the group participated in the presentation
7
4-Sep
To test knowledge of
Napoleon
Quiz None Students make 80% or higher on quiz

Learning Experiences Bank
The learning experiences in the Hackasaurus curriculum are divided between the three
lessons. Each activity was chosen using backwards design to meet the goals of the individual
lessons and enhance comprehension. Furthermore, the activities encourage the concepts of
participation and creativity, each of which help to construct a learning as knowledge creation
culture (Hong & Sullivan, 2009). This culture can better allow students to learn how to use
existing technology for both creation and collaboration. To enhance the learning experience,
there are three activities in the first lesson to promote understanding of the web, four in the
second to aid understanding of HTML and CSS, and two in the last to enable students to
understand how Hackasaurus can be used as a learning tool.
The primary goals of the first lesson are to understand the concept of hacking,
understand that the web is constructed of HTML tags and CSS codes, and understand the
importance of coding and active participation. The three activities that will support the
understanding of these goals are the Hack Dance, “Face” Your Challenge, and Hackasaurus X-
ray Goggles Installation.
Because technological concepts can seem abstract to those who are not familiar with
computer terminology, the Hackasaurus curriculum first explains the concepts through
interactive, hands-on activities. The Hack Dance supports the goal of understanding the concept
of hacking. In this activity, students learn a dance, and then take turns changing individual
moves in the dance. In the end, the students have hacked the dance and created a new
dance. Through this learning experience, students are able to understand that hacking is simply
changing aspects of something to make it different. By introducing the concept of hacking
through a physical activity before a web activity, students are better able to grasp the concept.

To continue with the practice of physically introducing a concept before applying it to the
web, the “Face” Your Challenge activity demonstrates that the web is created using bracketed
building blocks. In this activity, students work together to create a face from materials specified
by the instructor. When creating the face, students are required to use identical objects
connected by a string to form the face and use markers to fill in parts of the face that were not
created with the string. The materials used represent HTML and the marker drawings represent
CSS codes. This activity also demonstrates that many people work together to build the web.
Following these activities, there is a slideshow presentation to review the material learned
and introduce the content of the remaining lessons. The final activity of the first lesson is
installing the Hackasaurus X-ray Goggles in preparation for the remaining lessons.
The Hack Dance and “Face” Your Challenge activities were chosen to demonstrate
concepts of the web in a manner that can be easily understood by those who have little computer
knowledge. Because the Hackasaurus curriculum is designed to allow anyone to participate
regardless of technological knowledge, these activities are essential to the
curriculum. Furthermore, they fit into the organization of the curriculum because it is essential
to understand what HTML and CSS are before actually remixing them. Although installing the
X-ray Goggles does not support the goals of the first lesson, they are essential to the curriculum
because they are the tools that will be used to teach about HTML and CSS in the remaining
lessons.
The goals of the second lesson are to be able to identify HTML items and remix them and
understand the basic concepts of CSS. Fulton (1997) posits that technological skills must be
actively taught to students, rather than students learning simply by having access to
technology. The activities in this lesson strive to do that by having students actively work on the

web through a Hacking Demonstration, Superhero Challenge, Holiday Hack, and Template
Hack. The Hacking Demonstration supports the goal of identifying HTML items. In this
activity, the instructor will show students how to use the X-ray Goggles to identify HTML items
and remix them. This is a simple way to show students that hacking is merely changing aspects
of a webpage, such as font colors and pictures to make it look different.
For the second activity, instructors can choose between teaching the Superhero Challenge
or Holiday Hack. Each of these expands on the concepts explained in the demonstration. In
both challenges, the instructor sets parameters to which the students must adhere. For example,
the superhero must have a name and visual representation or the holiday page must contain
pictures and a story about the page. In this way, students have guidelines of what they can
change, but are still free to change these aspects in the way they creatively choose. Without the
parameters, the students could become overwhelmed with remixing the page. Adding the
parameters gives a guideline to the students which makes hacking the page more straightforward
and easier to understand. These activities support the goals of remixing HTML items and
understanding CSS codes.
The final activity of the second lesson is the Template Hack. In this activity, students
create their own webpage and learn that web pages are made of many lines of code. This activity
builds upon the previous activities in which students learned about single lines of code and how
to remix them. In the Template Hack, students see the many lines of code that are needed to
create a single webpage. Through this activity, students are able to understand how the concepts
they learned in previous activities are applicable to web design. Again, this activity supports the
two primary goals of the lesson.

Because all of the activities in the second lesson aid students in meeting the goals of the
curriculum, they are essential to the curriculum. Furthermore, it is crucial that the activities be
taught in the order they are presented because each activity builds upon the concepts practiced in
the previous activities.
The goals of the last lesson are to understand how Hackasaurus can be used as a learning
tool, the advantages of collaborating on lesson plans, and the benefits of sharing lesson
plans. The activities included in this lesson are a reflection session and brainstorming
session. In the reflection session, students will think about their Hackasaurus experience and
choose which aspect of Hackasaurus they liked best. They will then brainstorm how to integrate
this into a lesson plan. In the brainstorming session, students will think of innovative ways to use
Hackasaurus in a lesson and create a lesson using Hackasaurus.
Both the reflection and brainstorming lessons support the goals of using Hackasaurus as a
learning tool, collaborating on lesson plans, and sharing lesson plans. The brainstorming is an
essential element of the Hackasaurus curriculum because it demonstrates how Hackasaurus can
be used as a learning tool. Although the reflection activity also does this, it is an enrichment
activity which aids understanding, instead of being crucial to the curriculum. Both of these
activities are important to the organization of the curriculum because they integrate the
knowledge learned throughout the workshop and show how Hackasaurus can be used as a
learning tool. Without this last lesson, students would understand how to use Hackasaurus, but
not how to use it as a learning tool.
All of the activities in the Hackasaurus curriculum can be adjusted to meet the needs of
various types of students. Because the curriculum allows for individual learning, learning
experiences can be adjusted according to the development levels of students. Those who do not

have much technological experience can work at a slower pace than those who have more
experience. Furthermore, activities can be modified to cater to the subject areas of individual
educators. History teachers may prefer to hack a page about World War II, while a science
teacher may prefer to hack a page about subatomic particles. Within the subject areas, the
hacking can also be adjusted to accommodate the grade level of the students the educator will be
teaching. All of the lessons encourage active participation, which enhances the learning
experience by capturing the students’ attentions and supports the rationale of the curriculum.
Other activities can be incorporated into the Learning Experiences Bank to aid in the
understanding of the primary goals. These activities can include a paper-prototype activity to
introduce hacking, hacking a biased website to correct the bias, hacking a site to make the
content educational, and brainstorming using game cards. Although these activities could aid
understanding of the Hackasaurus curriculum goals, the activities included in the lesson plan
were deemed to better promote understanding. However, the activities listed above could be
used as extension activities to further enrich the learning experience.
The Hackasaurus curriculum is also designed so that the learning experience can be
expanded outside of the workshop and continued on an open web forum. Hackasaurus lesson
plans can be uploaded onto a forum which educators around the world can access. McCade
(2001) claims that computer literacy should be learned across all subject areas. By uploading
lesson plans to the web, teachers of any subject who have little computer experience can easily
use technology in their lesson. Furthermore, Bitner and Bitner (2002), state that teachers must
have knowledge of available technological resources before being able to integrate technology in
the classroom. Through open web forums, teachers become aware of the available resources,
such as Hackasaurus lesson plans, and how they can be used in their classrooms. Furthermore,

educators continue their learning experience by continuing to create Hackasaurus lesson plans
and teaching others how to use Hackasaurus in their lessons.

Assessment
Assessment and Rationale
The philosophy and rationale of the Hackasaurus PD curriculum encompasses the idea
that the web is an open space that requires active participation from members of the community.
An initial assessment prior to conducting the session is an important step, to gauge the level of
learners and possibly group them in some way. The sign-up process of the session could include
questions that reveal the students' level of comfort with technology and computers, the level of
interest in incorporating technology into the classroom, and knowledge of HTML and CSS. If
several sessions are being conducted, teachers with similar levels of knowledge and comfort with
technology and HTML could be grouped into the same sessions. On the other hand, if a session
with a mixed group is conducted, activities could include people with varying levels of
knowledge so that students can help and teach one another.
When conducting the actual Hackasaurus curriculum, teachers must keep in mind the
rationale that the web is an open space that requires active participation when assessing their
students. Assessment for the various lesson plans would therefore measure whether or not
students are actively participating. Additionally, assessment would measure whether or not
students are partaking in and exhibiting sound understanding in web making/hacking activities.
Finally, the concepts of discussion, collaboration, and originality are other assessment items that
would be helpful to observe. In order to create each rubric for the various lesson plans, a
Rubistar model was followed (2011). Bits and pieces from different rubrics of varying topics
were compiled to create the three rubrics for Hackasaurus.

Lesson Plan Assessment
Each lesson plan incorporates the ideas of active participation, web-making and hacking
activities, discussion, collaboration, and originality in some way as part of its assessment. Some
activities focus more heavily on certain skills than others due to the nature of the lessons.
Additionally, informal tests and quizzes are provided for further assessment in the form of
challenges. When determining the assessments, the International Society for Technology in
Education’s Standards were used to measure against an outside resource, as previously discussed
(2007). Some of the elements captured from these standards involved creativity, designing and
developing digital learning experiences, and engaging in professional growth and leadership.
The following description will elaborate on each of the lesson plans, and provide some
information as to how the assessment tool should be used. Lesson 1 is the most physically active
lesson. As such, assessment is based heavily on participation and enthusiasm, especially during
the Hack Dance. In the “Face” Your Challenge component of this lesson, assessment is based on
originality, collaboration skills, and discussion. Finally, installation of the X-ray Goggles is
based on whether or not participants completed the task. Almost all of the assessments in this
lesson are based on the teacher’s active observation of students’ performance.
Lesson 2 is the most technical lesson. Assessment is therefore based on whether or not
students develop an understanding of HTML and CSS, how to use the X-ray Goggles, and
successful hacking. This involves quantitative assessment - whether students changed at least
one image, one title, and wrote copy. Qualitative assessment comes into play in the form of
creativity, discussion, and sharing in measuring whether students remixed a superhero/holiday
page that integrates different images and words in a cohesive and unique way, and whether
students are able to publish and share this information to the class. Additionally, this lesson’s

assessment includes challenge-based components; for example, the Google Hack activity awards
a “Remixer Badge” if students perform well on the task of replacing the Google logo with an
image and changing or adding text to the webpage in a unique way. This lesson plan, unlike
Lesson 1, involves a mixture of quantitative and qualitative assessment due to the technical
nature of the content itself.
Lesson 3 involves heavy discussion, and assessment is based on collaboration and
contributions to the discussion. Similar to the first lesson, Lesson 3 is again based on the
teacher’s active observation of students’ performances.
An assessment could be conducted after the workshop to determine whether the
Hackasaurus session was useful to professional development learners. At the very end of the
workshop, students could record ways that they can incorporate Hackasaurus into their specific
classrooms. Approximately one month later, a follow-up email could be sent to the students to
determine whether or not Hackasaurus was in fact incorporated into the students’ curricula, and
if so, in what way. If the students have not incorporated Hackasaurus into their curricula, they
could state whether or not they have future plans to do so. The two pieces of information could
be compared to see if Hackasaurus was implemented as the students originally envisioned, or to
see how the implementation changed. Neither way is better than the other, but observing whether
or not Hackasaurus was implemented, or is intended to be implemented, is a clear indication of
the effectiveness of this curriculum.

Conclusion
The over-all aim of the Hackasaurus curriculum is multi-faceted. It is designed to teach
basic web skills to educators, to inform educators on the importance of the open web and active
participation, and to show educators how they can use technology as a learning tool. After
attending a Hackasaurus PD workshop and learning about these concepts, educators are able to
pass this knowledge to their own students. The students of the educators benefit from this
knowledge by participating in creative and innovative lessons. However, they also benefit by
realizing that the web is an open space in which they can participate. In this way, knowledge of
the open web spreads, which deters the web from becoming a private, commercial space.

Lesson 1 - 1 of 5
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Title
Lesson 1 - Intro to Hacking the Web.
Introduction
This lesson plan addresses key concepts of hacking and how the web operates. Participants will understand that
hacking is remixing content to make new things for the web and the web is created through active participation. The
lesson plan is composed of three main activities. First, the hack dance addresses the concept of hacking through
physical activity. The second activity "Face" your Challenge is meant to challenge participants to build a face on
cardboard paper with restraints that simulate the structure of HTML tags and CSS codes when constructing an
webpage. Lastly, the third activity includes a slideshow presentation that wraps up all the key concepts and then
instructs participants on installing the Hackasaurus X-ray Goggles. Many of the activity assessments are based on
participants' level of enthusiasm, contribution to group discussions and team collaborative skills as outlined in the
activity assessment rubric.
Learning Outcomes: Stage 1 - Identify Desired Results
Established Goals:
Learning Outcomes
Students will understand the concept of hacking through remixing dance moves and paper models.
Students will understand the web is constructed by small building blocks and through active participation.
Students will understand the web is constructed by HTML tags and CSS codes.
Students will understand the importance of coding and active participation on the web.
Students will learn how to install the Hackasaurus X-ray Goggles tool into their browser.
Curriculum Alignment
ISTE NETS and Performance Indicators for Students (2007)
Standard 1 Creativity and Innovation
1a - apply existing knowledge to generate new ideas, products, or processes
1b - create original works as a means of personal or group expression
Standard 5 Digital Citizenship
5b - exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
5d - exhibit leadership for digital citizenship
Standard 6 Technology Operations and Concepts
6a - understand and use technology systems
Aligning Learning Outcomes with ISTE Standards
Standard 1a & 1b - Students will understand the concept of hacking through remixing dance moves and paper models.
Standard 5b - Students will understand the web is constructed by small building blocks and through active
participation.
Standard 6a - Students will understand the web is constructed by HTML tags and CSS codes.
Standard 5b & 5d - Students will understand the importance of coding and active participation on the web.
Standard 6a - Students will learn how to install the Hackasaurus X-ray Goggles tool into their browser.
What essential questions will be considered?
What is hacking?
What makes the web unique?
Why should you know how to code?
What is the basic structure of code?
How do you install Hackasaurus X-ray Goggles?
What understandings are desired?
Hacking is remixing content to make new things for the web.
The web is made up of components that are like Lego building blocks that are coded in HTML tags and CSS.
The web encourages remixing to make new things because that is how it is built.
Knowing how to read and write code allows you to be an active participant on this world wide web.

Lesson 1 - 2 of 5
30
What key knowledge and skills will students acquire as a result of this unit?
Key terms - hack, web, active participation, remix, HTML, CSS, tags
How the web is constructed.
Why it is important to actively participate on the web.
Articulate definitions of key terms including hacking and the web.
Argue the importance of knowing how to code.
Articulate the basic structure of how code is constructed through HTML tags and CSS.
Install Hackasaurus X-ray Goggles.
Stage 2 - Determine Acceptable Evidence
Classroom time required
90 minutes.
Materials Needed & Technology Resources
Preparing for the Session
Refer to Hacktivity Kit I.T. Checklist http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Hack Dance Resources
Robot Dance video - http://youtu.be/E-_iUHY8RBs
Technologic YouTube Video - http://www.youtube.com/watch?v=YtdWHFwmd2o
"Face" Your Challenge
Materials for the class:
Provide the following items in even number multiplications (e.g. 2x, 4x, 6x).
plastic water bottles, cans, big cups, small cups, toilet paper rolls in the middle, paper plates, forks, knives, straws,
small balls
Materials for each group
Depending on how many participants are in the session, each group of no more than 6 people would need the
following items:
1 big piece of cardboard, scissors, tape, ball of string, set of markers
Slideshow Presentation & Group Discussion
Hackasaurus Slideshow - http://htmlpad.org/hackasaurus-presentation-01/
Hackasaurus X-ray Goggles Installation
Webpage & video on how to install X-ray Goggles in the Browser http://hackasaurus.org/en-US/goggles/install/
What evidence will show that students understand?
Performance Tasks:
Hack Dance - Participants remix sample robot dance moves and articulate their interpretation to hacking.
"Face" Your Challenge - Participants work together to build a face on cardboard paper with constraints that simulate
the structure of coding for the web.
Hackasaurus X-ray Goggles Installation - All participants have Hackasaurus X-ray Goggles properly installed and
working at the end of the lesson.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
Prompt after Hack Dance - How did you hack the dance? What do you think hacking is?
Prompt during Hackasaurus Slideshow - What is hacking? What makes the web unique? Why should you know how
to code?
Student Self-Assessment and Reflection:
Self-assess the definition and action of hacking.
Self-assess the concept of the web and active participation.

31
Stage 3 - Planning Learning Experiences
Pre-activities (if applicable)
Follow the Hacktivity Kit I.T. Checklist http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Activities
Hack Dance (20 minutes)
• Participants form a circle • Facilitator plays the “How To Do The Robot (Totally Rad 80’s Dances)” video
Facilitator tells the group that they are now going to hack the dance, starting with examining all of the steps in
the dance • Everyone practices the dance in its entirety • The first participant finds one step of the dance to
change • The participant demonstrates the hacked dance in the circle • The person to the left of the initial
hacker must hack that move or repeat it • If hacking the move, the person has to demonstrate the new dance
move they are adding or replacing • Repeat until everyone in the circle has danced • When the last person in
the circle has made their hack, everyone in the whole circle needs to try out the new dance. If there is extra
time, go around the circle again
Leading questions to ask the group:
How did you hack the dance? What do you think hacking is?
Goal of discussion/prompt:
Establish the concept of hacking as a group and frame the concept of hacking in the context of the web.
Key point to cover:
Define hacking as remixing content to make news things for the web
Transition to project challenge.
"Face" Your Challenge (50 minutes)
This particular challenge is broken into two parts as described below
Part I - Build a Face (30 minutes)
• Divide the class into small groups of no more than 6 people per group • Pass out 1 set of Materials for each
group • Lay out Materials for the class at the center or the front of the room so each group has easy access to
them • Facilitator tells the group that they are now going to work together and build a face on the cardboard
paper using the materials given, but there are some rules:
1) Use materials laid out for the whole class by connecting 1 identical object on one end and the other
identical object on the other end with strings. For examples, connect 1 plastic bottle on one end and the other
plastic bottle on the other end to make a smiling face. Simply think of the object as the ends to a pair of
brackets and the string as the space inside the brackets.
2) The strings can be of any length.
3) You can use the markers to draw anywhere on the carboard as decoration as long as they are brackets
within 2 identical objects connected by the string. For example, once you have connected 2 cans with a string
as the mouth of a smiling face, you can use markers to draw out the teeth and lips by the string.
4) There can be smaller brackets of objects within larger brackets of objects. For example, if you have
connected 2 big paper plates as the eyes, in between the 2 paper plates, you can create a small bracket of 2
paper cups as irises.
• The class now has 20 minutes to work on their challenge while the facilitator walks around to monitor
individual group progress, while counting down the time and answer any questions that may arise • After 20
minutes have passed, the facilitator asks each group to stop and take turns presenting their faces
Part II - Takeaway from the Challenge (20 minutes)
• Facilitator wraps up the challenge, and goes over the challenge learning goals. The web is created in the
same way as the faces were built, similarities between the two include:
- The web is created by many building blocks like the objects given
- The web is built through active participation where different people work together using different tools
- Coding for the web is not hard and its rules are similar to the challenge where each building block is
bracketed together using tags and content is placed between 2 identical HTML tags (i.e. identical objects
connected by strings), the styling of the content between each tags are determined by CSS codes (i.e. the
markers) • Facilitator answers any additional questions from participants.
Goals of the activity
Allow students to understand the web is made up of many building blocks such as HTML tags and CSS codes
Many people come together to work on the web in the form of active participation. Coding for the web is not
difficult because there are many similarities between coding for the web and the "Face" Challenge.
Lesson 1 - 3 of 5

Lesson 1 - 4 of 5
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Transition to the Hackasaurus Slideshow.
Slideshow Presentation & Group Discussion (20 minutes)
• Facilitator plays Hackasaurus Slideshow and goes over each slide to answer essential questions while facilitating
participant responses to the essential questions as they show up on the slide.
Leading questions to ask the group:
What is hacking? What makes the web unique? Why should you know how to code? How do you install
Hackasaurus X-ray Goggles?
Goal of discussion/prompt
Establish key concepts such as hacking, web, active participation as a group and introduce the Hackasaurus X-ray
Goggles.
Key point to cover
The web is unique because it is made of building blocks that are constantly hacked and remixed by different people.
We should know how to code because knowing how to code equals becoming active participants of the web.
Transition to the last few slides of the Hackasaurus Slideshow which has step-by-step screen shots with instructions on
how to install X-ray Goggles in the browser.
Install Hackasaurus X-ray Goggles in the browser (20 minutes)
• Follow instructions at the end of the slideshow to install X-ray Goggles on the browser • Walk around the room to
assist with the Goggle installation and ensure all participants have the Goggles properly installed and working.
Goal of activity
Ensure all participants have Hackasaurus X-ray Goggles properly installed and working so everyone is ready to move
onto the next Lesson.
Assessment
Assessment Rubric can be found following this lesson plan.
Modifications
P2PU
Peer 2 Peer University (P2PU) is an open education project that provides creative learning outside of an institutional
setting and gives learners recognition for their achievements. This tool provides a platform in which people work
together to learn about a particular topic by completing tasks, assessing work, and providing feedback. Four schools
make up the P2PU platform - Webcraft, Social Innovation, Mathematical Future, and Education. The modification of
this lesson plan will be under the School of Webcraft where educators from all over the world can learn the important
concepts of hacking, web and active participation so they can integrate Hackasaurus as part of their education tools
after going through the P2PU online training.
The three activities would be modified as in the following:
1) Hack Dance - upload a video of yourself hacking the dance move and share it with other members who are also
taking the P2PU challenge on the challenge discussion page.
2) "Face" Your Challenge - transfer the cardboard paper onto electronic platform on free drawing programs such as
Picasso Head (http://www.picassohead.com/). Participants need to upload their faces onto the discussion page of the
challenge to share with others. Participants will also be asked to comment on other people's designs.
3) Slideshow Presentation & Discussion - Participants will follow the Hackasaurus slideshow and answer questions
raised in the slides on the P2PU discussion page. They can refer to the responses written by previous participants and
will also be asked to comment on other people's responses.
Youth Facilitator
The Hackasaurus project not only targets formal and informal adult educators. This curriculum also aims to train
teams of youth facilitators who can teach their peers about hacking using Hackasaurus. The targeted youth facilitators
are high school students age 16-18. The activities and assessments will be the same as adult facilitators.
Other Web Experiences Curriculum
The Mozilla Foundation has developed other web experience tools such as Popcorn.js (http://popcornjs.org/) that
allows hacking to be done to multimedia video clips, as well as MoJo (https://www.drumbeat.org/en-US/journalism/)
that encourages hacking to happen in professional news and journalism sites. The same activities introduced in this
Lesson Plan, hacking through dancing and designing a face are great introductions to the concepts of hacking and
becoming active participants of the web. Similar to Hackasaurus, other web experience tools are also designed to
encourage learners to become active participants of the web. Therefore, the same activities in this Lesson Plan can
help learners build prior knowledge of hacking for other web-based media tools.

Lesson 1 - 5 of 5
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Alternative Assessments
Mozilla Open Badges Project
Mozilla Foundation is developing and testing out the Open Badges Project (https://wiki.mozilla.org/Badges) where
learners of 21st century skills are awarded badges as part of their online profile. The badges provide credibility and
recognition for skills and achievements outside of school. Participants receive badges by accomplishing different
projects, courses or challenges. Earned badges can be posted as part of the learner's personal website, social and
professional profiles such as LinkedIn, Facebook and personal resumes or portfolios. Since the lesson plan targets
web skills, the badges project is the ideal alternative assessment for the three following modifications.
P2PU
Using the P2PU's current School of webcraft as a template, the assessment would be the distribution of Mozilla
badges upon completion of each challenge.
Youth Facilitator
The regular assessment rubric used for the Lesson Plan will be applicable for assessing youth facilitators throughout
the activity. However, upon completing each challenge, youth facilitators can pledge for the "Hacksaurus Youth
Facilitator" badge.
It is up to the other web development tools such as Popcorn.js and MoJo to develop their own assessments. However,
since they are all Mozilla projects, it is very likely that the creators of these tools will create badges that correspond
with their tools' learning goals.
Supplemental Information
Additional resources for teachers on the content of the lesson include
- P2PU's School of Webcraft (http://p2pu.org/en/schools/school-of-webcraft/)
- Mozilla Open Badges Project (https://wiki.mozilla.org/Badges)
Critical Vocabulary
Key terms - hack, web, active participation, remix, HTML, CSS, tags
Hacking as remixing content to make news things for the web.
The web is a unique space made of building blocks that are constantly hacked and remixed by different people.
Active participation is the active engagement in the online communitites. Active participation on the web requires
knowing how to code.
Remix is to change things on your own in order to make something better or create something new.
HyperText Markup Language (HTML) tags are the special language used to tell computers how to build webpages so
that humans can consume them. HTML gives a page structure and meaning.
CSS (Cascading Style Sheets) tells a computer how to style the content inside HTML tags. When you want to give a
page style that’s specific to a particular medium, you use CSS to code and design.
Tags are HTML codes that tell the computer what content to place between them.
Websites (if applicable)
Hackasaurus Website - www.hackasaurus.org
Hacktivity Kit I.T. Checklist - http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Hacktivity Kit - http://labs.toolness.com/temp/hackasaurus-pdfs/hacktivity_kit.pdf
Webpage and video on how to install X-ray Goggles in the Browser - http://hackasaurus.org/en-US/goggles/install/
P2PU School of Webcraft - http://p2pu.org/en/schools/school-of-webcraft/
Mozilla Open Badges Project - https://wiki.mozilla.org/Badges

34
Lesson 1 Rubric – Intro to Hacking the Web
Hack Dance - hacking
● Level of participation & enthusiasm
2 1 0
Always participating in movement - whether it be
dancing, signing, or actions
Sometimes participates in
movement
Never participates in
movement
● Discussion (quality of discussion & relating experiences to essential questions)
4 3 2 1
The participant seems to
be speaking from
knowledge or
experience. The
participant has taken the
ideas and made them
"his/her own."
The participant seems
to be drawing on
knowledge or
experience, but there
is some lack of
ownership of the topic.
The participant relates
some of his own
knowledge or
experience, but it adds
nothing to the
discussion of the topic.
The participant has not
tried to transform the
information in a personal
way. The ideas and the
way they are expressed
seem to belong to
someone else.
Face Your Challenge - building blocks, active participation, web is not hard
● originality/aesthetics
4 3 2 1
Product shows a large
amount of original
thought. Ideas are
creative and inventive.
Product shows some
original thought. Work
shows new ideas and
insights.
Uses other people's ideas
(giving them credit), but
there is little evidence of
original thinking.
Uses other
people's ideas, but
does not give them
credit.
● collaborative skills
4 3 2 1
Almost always listens to,
shares with, and
supports the efforts of
others in the group. Tries
to keep people working
well together.
Usually listens to,
shares with, and
others in the group.
Does not cause
"waves" in the group.
Often listens to, shares
with, and supports the
efforts of others in the
group but sometimes is
not a good team member.
Rarely listens to,
shares with, and
others in the group.
Often is not a good
team member.

35
● Discussion (quality of discussion)
4 3 2 1
The participant seems to
be speaking from
knowledge or
experience. The
participant has taken the
ideas and made them
"his/her own."
The participant seems
to be drawing on
knowledge or
experience, but there
is some lack of
ownership of the topic.
The participant relates
some of his own
knowledge or
experience, but it adds
nothing to the
discussion of the topic.
The participant has not
tried to transform the
information in a personal
way. The ideas and the
way they are expressed
seem to belong to
someone else.
Install Goggles - completion
2 1
The participant successfully installs X-ray Goggles and takes
initiative to help his/her peers.
The participant successfully installs X-
ray Goggles.

36
Title
Introduction
Established Goals:
Lesson 2 - Hacking the Web - Remixing HTML
This lesson involves introducing learners to Hackasaurus, and helps them become familiar with the basics of
the Hackasaurus tools, functionality, and HTML hacking. The Understanding by Design curriculum model is
used in this lesson plan. In this lesson, learners will first learn about the X-Ray Goggles tool, gain some
understanding of HTML and CSS, then apply their knowledge in a few activities where they will go to a new
website and remix an image (<img> element) to create a Superhero, or spruce up a website for the holidays.
Next, learners will explore hacking html code, with the corresponding changes appearing to a webpage
adjacent to the code to learn the relationships between the two platforms.
Learning Outcomes
Tool Competencies - Students will demonstrate knowledge in using the Hackasaurus goggles to identify html
items on webpages and remix these items. This involves…
• Inspecting the HTML of an element on a webpage by using the X-Ray Goggles
• Changing webpage content locally by hacking and using shortcut keys
• Sharing webpage content by sharing a hack
• Demonstrating ability to impact the design of a webpage by changing compositional elements (i.e. header,
footer, background navigation)
• Demonstrating ability to work collaboratively by sharing hacks with peers
Concept Competencies - Students will demonstrate conceptual knowledge by demonstrating understanding
of...
• The basic concept of HTML and how each item on a webpage has a code behind it that controls the
different elements
• The basic html object tags
• The basic concept of CSS (Cascading Style Sheets), and how these control style elements such as font,
layout, colors, etc.
• Educators will understand Hackasaurus and be able to teach others how to use it.
ISTE NETS and Performance Indicators for Students (2007)
Standard 1 Creativity and Innovation
1a - apply existing knowledge to generate new ideas, products, or processes
1b - create original works as a means of personal or group expression
Standard 5 Digital Citizenship
5b - exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
5d - exhibit leadership for digital citizenship
Standard 6 Technology Operations and Concepts
6a - understand and use technology systems
Standard 1a & 1b - Students will understand the concept of hacking through remixing images, words, colors,
etc. to create their own original works from existing websites.
Standard 5a & 5b - Students will share their websites with others, publish their remixes for people to see, a
provide feedback and comments in a collaborative way
Standard 6a - Students will understand the web is constructed by HTML tags and CSS codes.
Lesson 2 - 1 of 6

37
What essential questions will be considered? What understandings are desired?
• What is HTML and CSS, and why is this important to
learn?
• What does an effective Hackasaurus educator look
like?
Students will understand that…
• Hackasaurus is a useful tool to remix webpages.
• The html language represents certain images or
style elements, and have a basic understanding of
html syntax.
• Hackasaurus is a tool that can be used flexibly in
the classroom, and begin to think about how this
can be done.
Students will know… Students will be able to…
• Key terms - html, css
• Basic html syntax - <img>, <element>
• Hackasaurus X-Ray Goggles shortcut keys (R, C +
spacebar, P)
• Recognize basic html syntax, and identify what
the item is - image, element, etc.
• Use the X-Ray Goggles and shortcut keys to
remix the various items - images, or elements, and
know the difference.
• Share their hacks, and collaborate with others to
hack
2 Hours.
• Computers with high-speed Internet connection
• Computers available for participants/team of participants
• Hackasaurus X-Ray Goggles installed on a modern web browser such as FireFox, Chrome, Safari, Opera,
with the latest b rowser versions updated. (Note: Hackasaurus currently does not support Internet Explorer)
• HTML and CSS cheat sheets
Performance Tasks:
Try on X-Ray Goggles - Students learn about the basic functionality of the X-Ray Goggles in a lesson taught
by the instructor demonstrating its features. Next, students will choose a webpage to begin remixing on their
own, creating a page for their superhero or holiday hack. Students will then share their hacks with the rest of
the class. FInally, students will hack a template to make their own homepage.
Other Evidence:
Prompts - what is HTML? What is CSS?
Student Self-Assessment and Reflection
Reflect on the elements students want to change, and putting the pieces together for a final output.
Reflect on power and flexibility of tool.
Self-Assess the quality of each hack, and whether students have learned the concepts and shortcuts.
Lesson 2 - 2 of 6

38
Hacking Demonstration (20 minutes)
• Guide students as they complete their first hack with the following tasks:
Stage 3 - Plan Learning Experiences
• IT checklist
• X-Ray Goggles installed
Activities
• Tell participants they will be hacking a website.
• Start off with Hackasaurus.org, or another simple website.
• Turn on the Goggles. You can do this by clicking on the bookmarklet in your bookmark tool.
• Using the Goggles, hover the cursor over objects so that participants can see that the tool is inspecting the
code and showing the object tags for each object.
• Explain some of the basic tags - <div>, <img>, <input>, <label>, <select> while explaining them, and also
indicate that at the bottom right-hand corner each tag is briefly explained with the Goggles. Refer users to
HTML Cheat Sheet for an overview.
• Hover over an image or some text on the page and hit "R" on your keyboard. Keep this screen up so that
participants can see that the code is revealed at this stage.
• Ask participants for help hacking the code. If you are editing text, ask participants what text they would like
to replace the text with; if you are changing an image ask participants to name their favorite musician (or
other) and do a search for that image.
• After you have acquired the assets and made the changes, hit the OK button and show everyone the hack.
• Now, show everyone how to do this step by step and, whenever possible, refer back to the steps that you
defined for hacking with the Hack this Dance module.
• Steps:
• Look at the code, point out the tags, attributes and elements.
• Find the object tags that you want to change or replace (e.g. <p> or <img>). Hit
"R" to open up the revealed code.
• Change one part of the webpage.
• Hack: hit the "commit changes" button to save changes locally on your
computer.
• Share the hack: hit "P" to publish the new webpage on the internet.
• Go to www.google.com.
• Using the Goggles, replace the Google logo with an image.
• Using the Goggles, change or add text to the webpage.
• Upon completion, users will qualify for the Remixer Badge (See "Alternative
Assessment" section).
Lesson 2 - 3 of 6

39
Superhero Challenge (optional between this activity or the Holiday Hack) (60 minutes)
• Next, introduce the Superhero Challenge.
• Create a superhero identity to protect the open web:
Parameters:
The superhero must have a name and visual representation
The superhero must have a biography
What are his/her superpowers?
How did he/she get them?
How do his/her superpowers help to protect the web?
Does the superhero have a nemesis or face a particular challenge?
Hack into a news site using the Goggles to write a story about how the character
saved or protected the open web
Put the content on a webpage that was created or hacked and present it to the
group at the end of the day.
• Tell students to feel free to use the X-Ray Goggles cheat sheet to help them feel more comfortable when
they are hacking the site.
Holiday Hack (optional between this activity or the Superhero Challenge) (60 minutes)
So many websites have been looking boring lately! We need some holiday cheer! Spruce up a website of
your choice with all things for the holidays - Christmas, Hanukkah, New Years, etc.!
• Choose a holiday, or be creative and remix your own holiday (eg: Christmukkah).
• Decorate your webpage with your chosen holiday's ornaments/decorations/pictures as well as words and
stories that represent your holiday. Be creative! Write an exciting story about Santa's adventures into the
night, the dreidel that got away, the perfect New Years celebration, your holiday wish list, and the list goes
on!
• Put the content on a webpage that was created or hacked and present it to the group at the end of the day.
• Tell students to feel free to use the X-Ray Goggles cheat sheet to help them feel more comfortable when
they are hacking the site.
Template Hack (40 minutes)
To hone the concepts further, and to have a direct comparison between the actual full code and a webpage,
have users hack the template located here: http://toolness.github.com/webpage-maker-prototype/
• Tell learners they will be making their own personal webpage.
• Have students begin the match up the code with the text on the screen, and start to make revisions based
on their own information. Have students find a picture on the web and upload that to replace the picture
already on the screen.
• Explain that Hackasaurus shows bits and pieces of html, but that a full website requires a list of code, and
that each item is coded and listed out as they have just witnessed. Explain that this is the fundamental
language of the web, and that all webpages have many lines of code in order to be created.
Assessment
Lesson 2 - 4 of 6

40
Youth Facilitator
Modifications
P2PU
Peer 2 Peer University (P2PU) is an open education project that provides creative learning outside of an
institutional setting and gives learners recognition for their achievements. This tool provides a platform in
which people work together to learn about a particular topic by completing tasks, assessing work, and
providing feedback. Four schools make up the P2PU platform - Webcraft, Social Innovation, Mathematical
Future, and Education. The modification of this lesson plan will be under the School of Webcraft where
educators from all over the world can learn the important concepts of hacking, web and active participation
so they can integrate Hackasaurus as part of their education tools after going through the P2PU online
training.
The activities would be modified in the following way:
1) Superhero Challenge - Hack into a news site using the Goggles to write a story introducing your
superhero, and how he or she saved or protected the open web. Publish your hacked page and share it with
others on the P2PU website with others who are also taking the challenge.
2) Holiday Hack - Hack a website to spruce it up for the holidays. Write a story as part of the hack. Publish
your hacked page and share it with others on the P2PU website with others who are also taking the
challenge.
2) Template Hack - Complete the template hack and make your own personal webpage. Publish your hack
page and share it with others on the P2PU website with others who are also taking the challenge.
The Hackasaurus project not only targets formal and informal adult educators. This curriculum also aims to
train teams of youth facilitators who can teach their peers about hacking using Hackasaurus. The targeted
youth facilitators are high school students age 16-18. The activities and assessments will be the same as
adult facilitators.
Mozilla Foundation is developing and testing out the Open Badges Project (https://wiki.mozilla.org/Badges)
where learners of 21st century skills are awarded badges as part of their online profile. The badges provide
credibility and recognition for skills and achievements outside of school. Participants receive badges by
accomplishing different projects, courses or challenges. Earned badges can be posted as part of the
learner's personal website, social and professional profiles such as LinkedIn, Facebook and personal
resumes or portfolios. Examples of the badges that can be earned in this Lesson Plan are as follows:
• Remixer Badge - To qualify, participants need to complete the Google.com portion at the end of the first
activity, the Hacking Demonstration (See Activities section).
• Producer Badge - To qualify, participants need to complete some of the tasks in the Superhero Challenge
OR Holiday Hack (See Activities section). The following tasks need to be completed: Design the visual
representation of a superhero or holiday decorations, place content on a website.
• Wordsmith Badge - To qualify, participants need to complete some of the tasks in the Superhero Challenge
OR Holiday Hack (See Activities section). The following tasks need to be completed: visit a news website,
using the X-Ray Goggles, hack into a paragraph on the site, write a story about how the participant's
character saved or protected the open web OR write a story about the holidays.
P2PU
Using the P2PU's current School of webcraft as a template, the assessment would be the distribution of
Mozilla badges upon completion of each challenge.
Youth Facilitator
The regular assessment rubric used for the Lesson Plan will be applicable for assessing youth facilitators
throughout the activity. However, upon completing each challenge, youth facilitators can pledge for the
"Hacksaurus Youth Facilitator" badge.
Lesson 2 - 5 of 6

41
Key concepts
Additional resources for teachers on the content of the lesson include
- P2PU's School of Webcraft (http://p2pu.org/en/schools/school-of-webcraft/)
- Mozilla Open Badges Project (https://wiki.mozilla.org/Badges)
Critical Vocabulary
Key terms - remix, HTML, CSS, tags
Basic vs Advanced mode in the X-Ray Goggles
Basic object tag headings (<div>, <img>, <input>, <label>, <select>, etc)
Remixing shortcut keys (R, C + spacebar, P)
Images being posted on the web and html code calling these images to appear
Critical concepts learned in the last lesson, about HTML, CSS, the open web,
remixing, etc.
Mozilla Open Badges Project - https://wiki.mozilla.org/Badges
Hacktivity Kit I.T. Checklist - http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Lesson 2 - 6 of 6

42
Lesson 2 Rubric – Hacking the Web – Remixing HTML
Hacking Demonstration
● Google Hack – Awarded with the “Remixer Badge” for scores of 3 and 4.
4 3 2 1
The participant successfully
replaced the Google logo with
an image and changed or added
text to the webpage. Remixing
is unique and is the students
own work. Remixing changes
the look and feel of the
webpage, and the hacks make
sense together.
The participant successfully
replaced the Google logo with
an image and changed or
added text to the webpage.
Remixing is not unique or
mundane. The hacking of the
two elements seem arbitrary
and do not make sense
together.
The participant
replaced one of
the elements – the
Google logo or
text. Remixing
may or may not be
unique.
The participant
is unsuccessful
at completing
either hack.
Superhero Challenge
● Background character development
4 3 2 1
The participant has provided all
of the background information
about the superhero, either
verbally or on the website (Name,
visual representation,
superpower, nemesis (optional),
how superpowers protect the
web (optional). Information is
unique and interesting.
The participant has
provided most of the
background information
about the superhero,
either verbally or on the
website. Information is
or is mostly unique and
interesting.
The participant has
provided some of the
background information
about the superhero,
either verbally or on the
website. Information is or
is not unique and may
have been copied from
somewhere.
The participant
has not
provided
information
about the
superhero.
● Tool and Concept Competencies
4 3 2 1
The participant’s website
contains at least 1 <img>
hack, 1 title change, copy
about the superhero, and 1
CSS change. If prompted,
students are able to
articulate the following:
shortcut keys (R, C+space
bar), how to perform a hack
in basic and/or advanced
mode, and the concept of
html tags.
contains three of the following
four elements: 1 <img> hack,
1 title change, copy about the
superhero, and 1 CSS
change. If prompted, students
are able to articulate some of
the following: shortcut keys
(R, C+space bar), how to
perform a hack in basic
and/or advanced mode, and
the concept of html tags.
contains one or two of the
following four elements: 1
<img> hack, 1 title
change, copy about the
superhero, and 1 CSS
change. If prompted,
students are not clearly
able to articulate shortcut
keys, performing a hack,
and the concept of html
tags.
The
participant’s
website does
not contain
any of the
elements, and
is not able to
articulate
remixing in
Hackasaurus.

43
● Sharing and Publishing
4 3 2 1
The participant uses
the Publish shortcut to
share his or her hack
with the rest of the
class, and speaks
about the website
elements that have
been remixed.
The participant uses the
Publish shortcut to share his
or her hack with the rest of
the class. The participant
does not speak about the
website elements that have
been remixed in much
depth, even when prompted.
The participant needs
significant help with the
Publish shortcut to
class, and is unable to
share about what he or
she remixed.
The participant does
not publish nor share
his or her hack with
the rest of the class
even when help is
given and is
prompted to.
Holiday Hack
● Holiday development
4 3 2 1
The participant has
created a holiday hack
representing 1 holiday, or
a remixed holiday that
integrates different pieces
in a cohesive way.
Information is unique and
interesting.
The participant has
created a holiday hack
representing 1 holiday, or
a remixed holiday that
integrates different pieces
in a cohesive way.
Information is mostly
unique and interesting.
The participant has created a
holiday hack representing 1
holiday, or a remixed holiday
that does not seem cohesive
or does not make sense.
Information is or is not unique
and may have been copied
from somewhere.
The participant
has not
developed a
holiday hack, or
has hacked
irrelevant
material.
● Tool and Concept Competencies
4 3 2 1
contains at least 1 <img>
about the holiday, and 1
CSS change. If prompted,
students are able to
articulate the following:
shortcut keys (R, C+space
bar), how to perform a hack
in basic and/or advanced
mode, and the concept of
html tags.
1 title change, copy about the
holiday, and 1 CSS change. If
prompted, students are able
to articulate some of the
following: shortcut keys (R,
C+space bar), how to
perform a hack in basic
and/or advanced mode, and
the concept of html tags.
contains one or two of the
following four elements: 1
<img> hack, 1 title
change, copy about the
holiday, and 1 CSS
change. If prompted,
students are not clearly
able to articulate shortcut
keys, performing a hack,
and the concept of html
tags.
The
participant’s
website does
not contain
any of the
elements, and
is not able to
articulate
remixing in
Hackasaurus.

44
● Sharing and Publishing
4 3 2 1
The participant uses
the Publish shortcut to
class, and speaks
about the website
elements that have
been remixed.
The participant uses the
Publish shortcut to share his
or her hack with the rest of
the class. The participant
does not speak about the
website elements that have
been remixed in much
depth, even when prompted.
The participant needs
significant help with the
Publish shortcut to
class, and is unable to
share about what he or
she remixed.
The participant does
not publish nor share
his or her hack with
the rest of the class
even when help is
given and is
prompted to.
Template Hack
4 3 2 1
The participant has
created a personal
homepage that contains
at least 1 <img> hack, 1
title change, copy about
him or herself, and 1
CSS change. If
prompted (with yes/no
questions), students are
able to articulate that
html requires a whole list
of code, and that each
hacked item only makes
up one small part of the
code.
The participant has created a
personal homepage that
1 title change, copy about
him or herself, and 1 CSS
change. If prompted (with
yes/no questions), students
are able to articulate some of
understanding that html
requires a whole list of code,
and that each hacked item
only makes up one small part
of the code.
The participant has
created a personal
homepage that contains
one or two of the following
four elements: 1 <img>
about him or herself, and
1 CSS change. If
prompted (with yes/no
questions), students are
not clearly able to
articulate that html
requires a whole list of
code, and that each
hacked item only makes
up one small part of the
code.
The participant’s
website does
not contain any
of the elements,
and is not able
to articulate
knowledge
about html.

Lesson 3 - 1 of 5
45
Title
Lesson 3 - Hackasaurus Collaboration
Introduction
This is the final lesson in the Hackasaurus learning unit. In this lesson, students will use the knowledge and skills
learned in previous lessons to understand how Hackasaurus can be used as a learning tool. Students will brainstorm
and collaborate ways in which Hackasaurus can be used in a formal classroom environment or in an informal
environment. Students will understand that collaboration in lesson planning can lead to new ideas of how to teach
diverse topics. They will also understand that sharing ideas among educators is important in improving the education
of students.
Established Goals:
Learning Outcomes
Students will understand how to use Hackasaurus as a teaching tool.
Students will understand that sharing their lesson plans on the web can expand and enhance available teaching
materials which can improve the quality of the learning experience.
Students will understand that collaboration can lead to new ideas and methods in teaching.
ISTE NETS and Performance Indicators for Teachers (2007)
1. Facilitate and Inspire Student Learning and Creativity
1d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-
to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity.
5. Engage in Professional Growth and Leadership
5a. participate in local and global learning communities to explore creative applications of technology to improve
student learning.
5c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning.
1d - Students will collaborate with other teachers to form new lesson plans
Standard 2a - Students will prepare lesson plans that incorporate Hackasaurus
Standard 5a - Students will participate in the Hackasaurus brainstorming session to imagine ways of using
Hackasaurus as a learning tool
Standard 5c - Students will evaluate the use of Hackasaurus as a learning tool
What essential questions will be considered?
How can technology be used to facilitate learning?
How can technology be used in lesson planning?
How can collaboration enhance lesson planning?
What understandings are desired?
Hackasaurus can be used as a learning tool to teach topics in many different subject areas
Hackasaurus can be used to make lessons more interesting and effective
Collaborating and sharing ideas with other educators can make lesson planning more efficient and effective through an
increase of shared resources and ideas

Lesson 3 - 2 of 5
46
Knowledge-
Technology can be used effectively in lesson planning
Collaboration can enhance and expand materials available to teachers to use in their lessons
Skills-
Create a lesson using technology
Collaborate with others to create a lesson plan
Facilitate a lesson using Hackasaurus as a learning tool
45 minutes.
Computers with high-speed Internet connection
Computers available for participants/team of participants
Hackasaurus X-Ray Goggles installed on a modern web browser such as FireFox, Chrome, Safari, Opera, with the
latest browser versions updated. (Note: Hackasaurus currently does not support Internet Explorer)
Brainstorming worksheets
Performance Tasks:
Students are able to reflect on their Hackasaurus experience and explain how they can use the tool in their lesson
plans
Students are able to collaborate with others to create a lesson plan incorporating Hackasaurus
Reflection Prompt: What has been your favorite part of the Hackasaurus workshop?
Collaboration Prompts: Have you ever collaborated on lesson planning? How can this be helpful?
Student Self-Assessment and Reflection:
Students assess their lessons in terms of relevance to the topic and ease of implementation
Self-assess the concept of collaborating with lesson planning

Lesson 3 - 3 of 5
47
Stage 3 - Planning Learning Experiences
Hacktivity Kit I.T. Checklist http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Activities
Reflection:
Students reflect on their favorite parts of the Hackasaurus workshop.
Students brainstorm ways they can use this part of the workshop in their lesson plans.
Students discuss their ideas as a group, expanding and making modifications where necessary.
Brainstorming:
Students are divided into groups.
Each group receives a worksheet which has topic, lesson objective, grade, and teaching method.
Groups fill out the form using a method they would traditionally use to teach a lesson in their class or a way in which
they were taught that lesson when they were students.
Groups then pass their worksheet to a new group.
The new group must create a lesson plan using Hackasaurus rather than the traditional method.
Students share their ideas as a class.
The class discusses the lesson plans and evaluates them on practicality and ease of implementation.
Analysis:
Changes can be made to improve the lessons from the reflection and brainstorming sessions.
Students discuss their lesson plans with other groups and talk about the pros and cons of each lesson.
Students have the option of posting their lesson on the web so others can use it.
Assessment
Students are observed throughout the lesson.
They are assessed on active participation and collaboration.
The final lesson plans are assessed by the group in terms of the practicality of implementation.
Modification
P2PU
Peer 2 Peer University (P2PU) is an open education project that provides creative learning outside of an institutional
setting and gives learners recognition for their achievements. This tool provides a platform in which people work
together to learn about a particular topic by completing tasks, assessing work, and providing feedback. Four schools
make up the P2PU platform - Webcraft, Social Innovation, Mathematical Future, and Education. The modification of
this lesson plan will be under the School of Webcraft where educators from all over the world can learn the important
concepts of hacking, web and active participation so they can integrate Hackasaurus as part of their education tools
after going through the P2PU online training.
The Hackasaurus Collaboration can be modified in the following way:
Reflection: Students will reflect on their Hackasaurus experience and how they can create a lesson plan using their
favorite parts of the experience. They will then upload their ideas for others to see and leave comments. If needed,
students can modify their lesson plans using the comments of the other students.
Brainstorming: Students will upload their brainstorming ideas onto a blog. Students will read the blogs of other
students and add comments at the bottom. Students will then create their lesson plans and upload them for others to
see.

Lesson 3 - 4 of 5
48
Youth Facilitator
The Hackasaurus project not only targets formal and informal adult educators. This curriculum also aims to train
teams of youth facilitators who can teach their peers about hacking using Hackasaurus. The targeted youth facilitators
are high school students age 16-18. The activities and assessments will be the same as adult facilitators.
The Mozilla Foundation has developed other web experience tools such as Popcorn.js (http://popcornjs.org/) that
allows hacking to be done to multimedia video clips, as well as MoJo (https://www.drumbeat.org/en-US/journalism/)
that encourages hacking to happen in professional news and journalism sites. The same activities introduced in this
Lesson Plan, hacking through dancing and designing a face are great introductions to the concepts of hacking and
becoming active participants of the web. Similar to Hackasaurus, other web experience tools are also designed to
encourage learners to become active participants of the web. Therefore, the same activities in this Lesson Plan can
help learners build prior knowledge of hacking for other web-based media tools.
Mozilla Foundation is developing and testing out the Open Badges Project (https://wiki.mozilla.org/Badges) where
learners of 21st century skills are awarded badges as part of their online profile. The badges provide credibility and
recognition for skills and achievements outside of school. Participants receive badges by accomplishing different
projects, courses or challenges. Earned badges can be posted as part of the learner's personal website, social and
professional profiles such as LinkedIn, Facebook and personal resumes or portfolios. Since the lesson plan targets
web skills, the badges project is the ideal alternative assessment for the three following modifications.
P2PU
Using the P2PU's current School of webcraft as a template, the assessment would be the distribution of Mozilla
badges upon completion of each challenge.
Youth Facilitator
The regular assessment rubric used for the Lesson Plan will be applicable for assessing youth facilitators throughout
the activity. However, upon completing each challenge, youth facilitators can pledge for the "Hacksaurus Youth
Facilitator" badge.
It is up to the other web development tools such as Popcorn.js and MoJo to develop their own assessments. However,
since they are all Mozilla projects, it is very likely that the creators of these tools will create badges that correspond
with their tools' learning goals.
Additional resources/ideas for extension & extra credit/background reading for teachers on the content of the
lesson/further discussion of instructional strategies
- P2PU School of Webcraft as reference
- Create a new badge for beginning hacker
Critical Vocabulary
Key terms - hack, web, active participation, remix, collaborate
Hacking as remixing content to make news things for the web.
The web is a unique space made of building blocks that are constantly hacked & remixed by different people.
Active participation on the web requires knowing how to code.
Remix is to remix and change things on your own in order to make something better or create something new.
Collaborate is to work together to form a new plan

Lesson 3 - 5 of 5
49
www.hackasaurus.org
http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
Webpage & video on how to install X-Ray Goggles in the Browser http://hackasaurus.org/en-US/goggles/install/

50
Lesson 3 Rubric – Hackasaurus Collaboration
Collaboration Work Skills
CATEGORY 4 3 2 1
Working with
Others
Almost always
listens to, shares
with, and supports
the efforts of
others. Tries to
keep people
working well
together.
Usually listens to,
shares, with, and
supports the
efforts of others.
Does not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others, but
sometimes is not a
good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others.
Often is not a
good team
player.
Focus on the
task
Consistently stays
focused on the
task and what
needs to be done.
Very self-directed.
Focuses on the
task and what
needs to be done
most of the time.
Other group
members can
count on this
person.
Focuses on the
task and what
needs to be done
some of the time.
Other group
members must
sometimes nag,
prod, and remind
to keep this person
on-task.
Rarely focuses
on the task and
what needs to be
done. Lets
others do the
work.
Contributions Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A
definite leader
who contributes a
lot of effort.
Usually provides
useful ideas when
participating in
the group and in
classroom
discussion. A
strong group
member who tries
hard!
Sometimes
provides useful
ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely provides
useful ideas
when
participating in
the group and in
classroom
discussion. May
refuse to
participate.

51
Hackasaurus Brainstorming
Group 1:
1. Think of a topic you teach in your subject area. If you are not a teacher, think of your
favorite subject in school and a topic you studied in that subject. Write it on the line.
____________________________________________________________________
2. What grade do you teach or in what grade did you learn about this topic?
____________________________________________________________________
3. What are the objectives when teaching this topic or when you learned about this topic?
____________________________________________________________________
4. How do you traditionally teach this topic or how did you learn about it as a student?
Ex: lecture, class presentation, essay, reading, PowerPoint
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Pass this paper to a new group.
Group 2:
1. Using the guidelines above, create a lesson plan on the given topic using Hackasaurus.
You can incorporate traditional methods, but must also include Hackasaurus as a learning
tool. Remember to include the subject, topic, grade level, and objectives. Create an
example of a Hackasaurus page that can be used to teach this topic. You can use the back
of this page for brainstorming and mapping.

References
Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success.
Journal of Technology and Education, 10 (1), 95-101.
de Bra, P. (1996). Teaching hypertext and hypermedia through the web. Journal of Universal
Computer Science, 2(12), 797-804.
Denig, S. J. (2004). Multiple Intelligences and Learning Styles: Two Complementary dimensions.
Teachers College Record, 106, 96-111.
Facebook - Hackasaurus. (2011). Hackasaurus. Retrieved on December 17, 2011 from
http://www.facebook.com/pages/Hackasaurus/140459162682866.
Fulton, K. (1997). Learning in a digital age: Insights into the issues. Technological horizons in
education journal, 25(7), 1-59.
Google Groups - Hackasaurus. (2011). Hackasaurus. Retrieved on December 17, 2011 from
http://groups.google.com/group/hackasaurus.
Hong, H., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach
to support learning as knowledge creation. Education Tech Research Dev, 66, 613-627.
McCade, J. (2001). Technology education and computer literacy. The Technology Teacher, 9-13.
Retrieved from HighBeam Research: http://www.highbeam.com/doc/1G1-79027161.html
Mozilla.org Contributors. (2011). Hackasaurus Homepage. Retrieved on December 17, 2011
from http://hackasaurus.org/en-US/.
MozillaWiki - Hackasaurus. (2011). Hackasaurus. Retrieved on December 17, 2011 from
https://wiki.mozilla.org/Hackasaurus.
Rubistar. (2011). Retrieved on December 17, 2011 from http://rubistar.4teachers.org/.

The Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its
relationship to situated cognition. Educational Researcher, 19(6), 2-10.
The International Society for Technology in Education. (2007). National Education Technology
Standards. Retrieved on December 17, 2011 from http://www.iste.org.
Twitter - Hackasaurus. (2011). @hackasaurus. Retrieved on December 17, 2011 from
https://twitter.com/#!/hackasaurus.
Wiggins, G., & McTighe, J. (2005). Chapter 1: Backward design. Understanding by design
(expanded 2nd ed.). Alexandria, VA: ASCD.
Wright, B. (2009). Employment, trends, and training. Occupational outlook quarterly. Retrieved
from http://www.bls.gov/opub/ooq/2009/spring/art04.pdf.

Annotated List of Resources and Materials
Daft Punk (Artist). (2008, February 19). Technologic. Video retrieved on December 17, 2011
from http://www.youtube.com/watch?v=YtdWHFwmd2o
• The music video is used as part of Lesson Plan 1 - Intro to Hacking the Web as part of the
Hack Dance activity.
Mozilla.org Contributors. (2011). Hackasaurus Slides: How to hack the web. Retrieved on
December 17, 2011 from http://htmlpad.org/hackasaurus-presentation-01/
• This HTML slideshow is used as part of Lesson Plan 1 - Slideshow Presentation & Group
Discussion where the class discusses key concepts of hacking, the web, active
participation and installation of the Hackasaurus X-ray Goggles.
Mozilla.org Contributors. (2011). Installing the x-ray goggles. Video retrieved on December 17,
2011 from http://hackasaurus.org/en-US/goggles/install/
• This is an instructional video on how to install X-ray Goggles in various browsers. It can
be used at the end of Lesson Plan 1 as an additional resource on installing X-ray Goggles.
Mozilla.org Contributors. (2011). I.T. Checklist. Retrieved on December 17, 2011
from http://labs.toolness.com/temp/hackasaurus-pdfs/it_checklist.pdf
• This I.T. Checklist is part of the Hackasaurus Hacktivity. It contains a list of technical
requirements for operating the activities listed in Lesson Plan 1 and 2.
Mozilla.org Contributors. (2011). X-ray Goggles Cheat Sheet on December 17, 2011 from
http://labs.toolness.com/temp/hackasaurus-pdfs/goggles_cheatsheet.pdf
• This is a quick reference of all the Hackasaurus X-ray Goggles hot keys and
functions. This cheat sheet should be distributed to participants during the Hacking
Challenges in Lesson 2.

VideoJug (Producer). (2009, April 20). How to do the robot (Totally rad 80’s dances). Video
retrieved on December 17, 2011 from http://youtu.be/E-_iUHY8RBs
• The dance video is used as part of Lesson Plan 1 - Intro to Hacking the Web as part of the
Hack Dance activity.

Running head: HACKASAURUS ANNOTATED BIBLIOGRAPHY 1
Hackasaurus Annotated Bibliography
Alicia Bradley, Helen Lee, Pauline Lee
Teachers College, Columbia University

HACKASAURUS ANNOTATED BIBLIOGRAPHY 2
Introduction
When preparing the annotated bibliography for the Hackasaurus project, we considered
what information we should research in reference to the topic, curriculum, and instructional
strategies. For topic-related information, we reviewed articles about using technology in
teaching and teaching hypertext. We also looked at the Hackasaurus website for direct
information about our topic. In order to gain information about curriculum development, we
assessed material based on backward design and how this curriculum has been used in teaching
technology courses. We also examined information about national standards which we could use
in preparing our curriculum. Our research on instructional strategies was two-fold. First, we
reviewed articles related to training teachers. Second, we examined articles based on student
learning and how students with different learning techniques can be taught in ways that promotes
understanding.
This annotated bibliography is divided into two parts. The first section is academic
articles. This is followed by the online resources we found to support our curriculum. The
articles were researched and divided by the participants equally, with each member providing
seven sources from each of the three categories.

Academic Articles
Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success.
Journal of Technology and Education, 10 (1), 95-101.
The article, “Integrating Technology in the Classroom: Eights Keys to Success” includes
eight facets that should be considered in order for teachers to successfully integrate technology in
the classroom. These eight areas are fear of change, training in basics, personal use, teaching
models, learning based, climate, motivation, and support. The authors state that it is important to
begin with ensuring teachers understand the basics of computer use before integrating
technology into the classroom. Furthermore, they state that teachers must be aware of the kinds
of programs that are available to use in the classroom and have a model of how these programs
are used.
This was a very useful source as it relates to our curriculum of integrating technology in
the classroom. The information it contains is based on observations made by the authors and on
a conglomeration of previous research, and thus, is reliable. The goal of this article is to consider
what factors aid teachers in successfully using technology in the classroom.
Because our curriculum is focused on teacher training, the article was very useful in
outlining what factors should be considered to help the teachers use Hackasaurus
successfully. We can refer to this article when we are creating our lesson plans to ensure that we
have included elements that will help the teachers succeed in their use of Hackasaurus in the
classroom.
de Bra, P. (1996). Teaching hypertext and hypermedia through the web. Journal of Universal
Computer Science, 2(12), 797-804.
In “Teaching Hypertext and Hypermedia through the Web,” de Bra discusses the
obstacles encountered in teaching hypertext and hypermedia through an online course at
Eindhoven University of Technology. These obstacles include inaccurate evaluation techniques,
the inability of students to track their own progress in the course, and creating a place for student
discussion on the web. To overcome these obstacles, tools were introduced for use in the course
such as tools for tracking student progress, evaluating tests, uploading assignments, and Web-
discussion.
The goal of this article is to state how Eindhoven University of Technology has improved
its hypertext and hypermedia course. It is a reliable source; however, the information is from
before 1996, which makes it not as relevant as other articles in our bibliography.
Because the information in this article relates to one specific hypertext course, it is not as
helpful as other sources in regard to our curriculum. However, it did pose questions about
evaluations and tracking student progress which made me think about how we could implement
these aspects into our curriculum.
Collins, A. (1996). Design issues for learning environments. In Vosniadou, S., Corte, E.E.,
Glaser, R. & Mandl, H. (Eds.), International perspectives on the design of technology-

supported learning environments (pp. 347-361). Hisdale, NJ: Lawrence Erlbaum
Associates, Inc.
Collins uses the apprenticeship framework to address a broad set of issues in the design
of learning environments. He breaks it down to four main sections: 1) Learning Goals -
Memorization vs. Thoughtfulness, Whole Tasks vs. Component Skills Tasks, Breadth vs.
Knowledge, Diverse vs. Uniform Expertise, Access vs. Understanding, and Cognitive vs.
Physical Fidelity. 2) Learning Contexts - Interactive vs. Active vs. Passive Learning, Incidental
vs. Direct Learning, Fun vs. Serious Learning, Natural vs. Efficient Learning, and Learner
Control vs. Computer/Teacher Control. 3) Sequence - Grounded vs. Abstract Learning,
Structured vs. Exploratory Learning, Systematic vs. Diverse Problems, and Simple vs. Complex
Tasks. 4) Teaching Methods - Modeling, Scaffolding, Coaching, Articulation, and Reflection.
This is a useful source for curriculum-organizing and instructional strategies design
because the article summarizes all the possibilities of different learning environments and
describes their advantages and disadvantages across each spectrum. The source is objective and
provides a quick overview of all major curriculum design possibilities.
This article includes many of the design possibilities for us to consider in the project. It
helps guide our curriculum design and is a great source for supporting our final design
decisions. The article has broadened our curriculum design possibilities by analyzing all the
aspects to consider when in instructional design.
Denig, S. J. (2004). Multiple intelligences and learning styles: Two complementary dimensions.
Teachers College Record, 106, 96-111.
Denig’s study presents two theories of learning - multiple intelligences and learning
styles - and proposes a research format that may help investigate how these two styles are
complementary. When comparing the two styles, Denig observes key differences between the
two theories - multiple intelligences addresses what is taught (the product), and learning styles
addresses how it is taught (the process). Denig concludes with a synthesis of multiple
intelligences with learning styles, in order to discern the specific educational theory required by
each intelligence. He displays multiple intelligences and learning styles in two dimensions,
graphically represented by a grid with the eight multiple intelligences on the horizontal axis, and
the twenty-one learning style elements on the vertical axis. Any correlations between these
elements can be investigated in order to help develop intelligences further.
This source is helpful in looking at several intelligence/learning theories that observe
different aspects of intelligence, and seeing how they are complementary. Doing so helps flesh
out the theories in more detail, and aids in applying theory to practice. Each theory on its own is
reliable, but further research and study would need to be conducted to see how both theories are
in fact complementary.
This source is helpful for the Hackasaurus project when looking at each intelligence
theory individually. When creating the lesson plans, it would be helpful to keep in mind each of
these theories in order to create multi-dimensional learning that suits many different types of
learners. Several facets of this theory will be incorporated - the kinesthetic intelligence will be
used when learners learn the Hack Dance; the interpersonal intelligence will be used when
discussing and working with others on brainstorming uses for Hackasaurus, and the linguistic

and spatial abilities would be used when actually learning how the Hackasaurus tool works. In
terms of learning styles, this would serve as more of a backdrop in creating and observing the
learning environment.
Fulton, K. (1997). Learning in a digital age: Insights into the issues. Technological horizons in
education journal, 25(7), 1-59.
The main idea of “Learning in a Digital Age: Insights into the Issues” is how students are
educated to be technologically fluent. Not only does she discuss the ways in which technology is
taught and assessed in schools, but she also addresses policy issues such as teacher competency,
equity, and testing to track progress. She lists computer skills curriculum for various school
systems and how these skills are integrated with other subjects taught at each grade level. Fulton
concludes by stating that policy must be enacted to address technology fluency for all students
rather than expecting fluency to result from just having technology available.
Because the goal of this article is to analyze what policies must be addressed and enacted
for students to become fluent in the use of technology, it is very useful for our project. It
emphasizes that technology must be actively taught rather than simply giving students access to
technology and expect them to become fluent on their own. It is a reliable source based on
extensive research and interviews.
This source is very helpful as we plan our curriculum. It gives information for
technology curriculum goals that are in place around the U.S., to which we can refer when
creating our lesson plans. Furthermore, it addresses issues teachers encounter when
implementing technology in their lessons which we can also evaluate when planning our
curriculum.
Gisbert, M., Adell, J., & Rallo, R. (1996). Training teachers with hypertext: Using HTML and
internet tools as didactic resources. Proceedings of INET, 96, 13-25.
In “Training Teachers with Hypertext: Using HTML and Internet Tools as Didactic
Resources,” Adell and Rallo explore using new technology in curriculum as an educative
resource and also as an important factor to consider when planning and developing new
curriculum strategies. To do this, they created a course in which education students learned how
to use internet tools and how to utilize these tools in their lessons. In order to aid the education
students in learning hypertext, the authors related the underlying concepts with more familiar
concepts found in learning to read and write. During the course, the concepts were first
explained theoretically, and then students created projects in groups to present to the class.
The goal of this experience was to enable students to use the internet as a didactic
resource for navigation, information recovery, and authoring. It is a reliable source based on two
years of an educational experience. However, more information on the success of the education
students once they entered the classroom would make the experience more valid.
This source was very useful because it is an example of a technology course created to
train teachers on the use of the internet. When creating our curriculum, we can refer to this
article to understand the steps involved in planning a technological curriculum including
conceptual mapping, global-thinking, and contextual applications.

Hong, H., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach
to support learning as knowledge creation. Education Tech Research Dev, 66, 613-627.
Hong and Sullivan propose the idea for the need to move away from efficiency-oriented
instructional design, to innovation-oriented instructional design in the context of learning as
knowledge creation. The authors begin by explaining three learning metaphors, and highlight the
third metaphor - 1) learning as acquisition in which learning is a process of acquiring desired
pieces of knowledge, 2) learning as participation in which learning takes place when
participating in various cultural practices and shared learning activities, and 3) learning as
creation, whereby learning takes place when something new is created and the initial knowledge
is enriched or transformed during the process. To create a learning as knowledge creation culture,
learners must encourage members to collaboratively contribute to knowledge to the community
and build upon and improve one another’s ideas towards advancing collective knowledge.
Hong and Sullivan provide sound advice on the type of collaborative culture of
knowledge-sharing and building-upon needed in a learning as knowledge creation context. The
Hackasaurus tool is a great example that provides a learning as knowledge creation context,
because it is an open-source tool that anyone can modify and contribute to. This source
encourages a knowledge goal as not merely to achieve individual knowledge growth or to
promote distributed knowing, but to collectively advance community knowledge as a public
product. This source is therefore extremely useful to the mission of Hackasaurus, and creating a
collaborative culture is essential to its success.
Several resources to support knowledge-sharing and knowledge-creation exist to support
collaboration, such as the Google Group intended to propose and share ideas, Twitter to follow
the latest updates and spread the word, and the Localization Wiki which calls for help to translate.
To apply the theory used in this discussion, Hackasaurus must showcase these items prominently
in the website and make certain that users know the tool is open-source, and that collaboration is
the intent of developing this tool. Additionally, the Hackasaurus curriculum is made to keep the
idea of collaboration in mind, and a session of idea-sharing for how the tool can be used in the
classroom will be an integral part of the training.
Liaw, F. R. (2007). Investigating students’ perceived satisfaction, behavioral intention, and
effectiveness of e-learning: A case study of the blackboard system. Computers and
Education, 51, 864-873.
Liaw conducts a study to determine whether and how perceived satisfaction and
behavioral intention have an effect on e-learning using the Blackboard e-learning system. He
studies 424 university students using a standard questionnaire and Likert scale. The results of
this study showed that perceived self-efficacy is critical in terms of influencing learners’
satisfaction with the Blackboard system. That is, the higher the perceived usefulness and
perceived satisfaction is for students, the better learning experience the students attain.
Additionally, the results found that e-learning effectiveness is influenced by multimedia
instruction, interactive learning activities, and e-learning system quality.
This source is useful when attempting to create an online learning platform. The goal of
this source is to not only investigate how perceived satisfaction affects e-learning, but also

attempts to understand how to increase e-learning effectiveness. This can be achieved by
increasing multimedia instruction, interactive learning activities, and e-learning systems quality.
If the Peer 2 Peer University (P2PU) platform, which is an online open education project,
is used to teach Hackasaurus, then this study can provide helpful tips on how to structure the
online learning. One component of this research found that learners’ self-efficacy and self-
directedness affects perceived satisfaction and perceived usefulness; since these characteristics
are inherent in a learner, that component cannot be changed as students learn Hackasaurus online.
The other component which can be changed includes multimedia instruction, system quality, and
the actual online learning activities. These components can be modified to help increase user
engagement, so Hackasaurus should be created using a high-quality system, and with high
interactivity in the challenges and tasks.
Lin, X. (2001). Designing metacognitive activities. Educational Technology Research &
Development, 49(2), 23-40.
The article examines two basic approaches to supporting metacognition: 1) strategy
training and 2) creation of a supportive social environment for metacognition. It also evaluates
the two kinds of content, domain-specific knowledge and knowledge of self-as-learner within
each approach. Under the approach of strategy training, some of the metacognitive strategies
include modeling and prompting. Under the approach of creating a supportive social
environment for metacognition, some of the strategies include fostering a community of
metacognitive practices and creating virtual learning communities. Metacognition is crucial in
developing cognitively and socially competent learners. Therefore, educators should coordinate
between strategy training and creating sociocultural support in everyday classroom activities.
Lin explicitly defines metacognition and provides concrete examples and practical
instructional strategies such as modeling and prompting. The source is very useful for us as
novice curriculum designers to receive concrete examples of strategy implementation for such an
abstract concept such as metacognition.
This source is useful in helping us cultivate the metacognitive knowledge of
learners. Since much of the HTML and CSS skills would require learners to be aware of what
they are doing in each step of the challenge, creating a social environment for metacognition and
implementing some of the metacognitive strategies such as prompting would be greatly
beneficial for our project.
Linn, M. C. (2006). The knowledge integration perspective on learning. In R. K. Sawyer (Eds.),
The Cambridge handbook of the learning sciences (pp. 245-265). New York, NY:
Cambridge University Press.
The knowledge integration perspective integrates research findings from a broad range of
traditions, including developmental, sociocultural, cognitive and constructivist. Different design
patterns and principles are more effective for different types of learners. There are four typical
trajectories for students in formulating their repertoire of ideas: 1) Conceptualizer, 2)
Experimenter, 3) Strategizer and 4) Contextualizer. However, if we just follow the instructional
design patterns as listed in the article, we would still fail as educators because we need a variety

of design patterns to stimulate all students. Our ultimate goal is to have students continuously
research their own repertoire of ideas and seek criteria to guide the process, then learners will
gain lifelong knowledge.
This is a useful source in terms of designing the lesson plans to accommodate different
types of learners. The knowledge integration perspective provides a great argument in
diversifying our curriculum design. The goal of the source is to stress the importance of having a
wide range of design strategies that fulfill the needs of different learners.
This source has helped us reassure that diversifying the learning experience is beneficial
for all learners. We can use the source to divide our learners into the four different types listed in
the article and design learning strategies that encompass all types of learners.
McCade, J. (2001). Technology education and computer literacy. The Technology Teacher, 9-13.
Retrieved on November 11, 2011 from http://www.highbeam.com/doc/1G1-
79027161.html
The author of “Technology Education and Computer Literacy,” Joseph, McCade,
researches what kinds of information technology-related experiences should curricula all include
and which information technology-related experiences should students encounter in any
classroom. He posits that the responsibility of computer literacy should be shared across many
subject areas. Furthermore, McCade uses the Understanding by Design Framework to establish
the essential content needed in a technology curriculum.
The goal of this source is to create dialogue that will help school officials understand
what content is important in teaching computer skills to students. It also gives a framework for
determining what essential understandings can be obtained from computer courses and how these
understandings can be applied in other areas of the student’s life.
Because this source uses the Understanding by Design framework to establish a
technology curriculum, it is very useful to our curriculum. We can refer to this article when
establishing our overarching goals. Furthermore, the author posts questions which relate to the
information students have learned in the course. We can use these questions to determine if our
students are learning transferable skills.
Molenda, M., Pershing, J. A., & Reigeluth, C. M. (1996). Designing instructional systems. In R.
L. Craig (Ed.), The ASTD training and development handbook 4th ed. (pp. 266-293).
New York: McGraw-Hill.
This source breaks down the phases and steps of the ADDIE (Analysis, Design,
Development, Implementation, Evaluation) Instructional Design model. The model begins with
an initial needs analysis, followed by Analysis of learner, setting and job. The Design part
includes objectives specification, test development, sequencing, and strategies and tactics
selection. The Development part includes materials preparation, users’ manuals and prototype
testing, followed by Production. The Implementation part includes installation and
maintenance. The model ends with evaluation.

The authors break down the ADDIE model into small chunks so it is easy for novice
curriculum designers to digest. However, the ADDIE model would be more applicable in a
curricula reform project rather than a small scale unit design since it involves an elaborate design
process.
Unfortunately this source was not useful for our project development because the ADDIE
model applies more for larger scale projects. For instance, the ADDIE model would be an ideal
template for developing a brand new set of curricula for the school year. However, for the
purpose of this project the ADDIE model is not applicable.
The Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its
relationship to situated cognition. Educational Researcher, 19(6), 2-10.
Anchored instruction aims to overcome students’ inert knowledge transfer problem by
creating environments that permit sustained exploration and enable the class to understand the
problem and knowledge. The article provides two examples of anchored instruction where
learners are placed in a problem-solving environment where they are told to overcome an
authentic task. In this particular design framework, a major challenge is feasibility. However, in
the examples provided, educational technology tools are used to overcome this challenge by
stimulating an authentic environment.
This source is very useful because the anchored instruction examples in the article
involved using educational technology tools to present an authentic challenge, which is similar to
how we would like to design the learning experience. The concrete learning examples are useful
samples for us to follow in our project design.
We will refer back to this article when presenting the challenge-based authentic task
component of anchored instruction in designing our learning experience. This model is very
applicable to the HTML and CSS inert knowledge transfer problem when learning how to use
Hackasaurus.
Wiggins, G., & McTighe, J. (2005). Chapter 1: Backward design. Understanding by design
(expanded 2nd ed.). Alexandria, VA: ASCD.
The first chapter of Wiggins and McTighe’s book provides the basic framework for the
Understanding by Design (UbD) curriculum model. The authors argue that “backward design” is
effective in order to figure out what students need to learn, and catering to those needs
specifically. The chapter also provides three stages of backward design--1) Identify desired
results, 2) Determine acceptable evidence, and 3) Plan learning experiences and instruction.
Furthermore, this chapter organizes the three stages into a template that can be used to create a
curriculum.
The UbD framework provides a solid basis by which to create a curriculum based on
learning objectives. The beginning of this chapter speaks powerfully about how traditional
practice may not be the most effective, because too many teachers focus on the teaching and not
the learning. Additionally, the “twin sins” of traditional design--activity-oriented design, and
coverage-based design--are too common in curricular design. The UbD stages hone in on desired
outcomes, measuring these outcomes, and planning learning experiences in order to reach the
learner effectively in light of achieving certain learning goals.

The UbD framework was used to create the Hackasaurus professional development
curriculum. If the framework was not used, one way that this curriculum could have gone is that
it may have turned out to be more activity-based, and would have fallen prey to one of the twin
sins based on the nature of the Hackasaurus learning experience. The UbD framework and
template served to be very useful in creating a learning plan with clear objectives that drive the
activities and lessons.
Wiggins, G., & McTighe, J. (2005). Chapter 4: The six facets of understanding. Understanding
by design (expanded 2nd ed.). Alexandria, VA: ASCD.
Wiggins and McTighe discuss six different facets of understanding in this chapter, which
include explanation, interpretation, application, perspective, empathy, and self-knowledge. This
chapter defines understanding as apprehending the meaning or import of an idea, and breaks
understanding down into further facets. In a nutshell, each facet is described as follows:
explanation involves sophisticated and apt theories and illustrations which provide
knowledgeable and justified accounts of events, actions, and ideas; interpretation involves
interpretations, narratives, and translations that provide meaning; application is the ability to use
knowledge effectively in new situations and diverse, realistic contexts; perspective entails critical
and insightful points of view; empathy is the ability to get inside another person’s feelings and
worldview; and self-knowledge is the wisdom to know one’s ignorance and how one’s patterns
of thought and action inform as well as prejudice understanding. As the authors reveal,
understanding is a multi-faceted and complex subject that involves many different aspects.
Wiggins and McTighe offer great insight into a seemingly simple topic. This chapter
really hones in on precisely capturing all of the different elements of understanding, and goes
into great detail on each facet. The information is objective and reliable, and helps to really learn
understanding in a profound way.
The depth of coverage of understanding in this chapter helps to uncover some important
concepts essential for creating curriculums. It would be useful to teach Hackasaurus in a multi-
faceted way as to help learners deeply understand the material. One of the goals of Hackasaurus
is for educators to come up with their own ideas of incorporating the Hackasaurus tool into their
classrooms, so by helping them gain a deeper understanding of the tool, educators will have have
the chance to make Hackasaurus their own.

Online Resources
Mozilla.org Contributors. (2011). Hackasaurus Homepage. Retrieved on November 11, 2011
from http://hackasaurus.org/en-US/.
The Hackasaurus Homepage provides overview information and tools to begin hacking
websites using html. The main homepage leads a user directly to installing the “X-Ray Goggles,”
the key tool used to hack websites, in three easy steps. Additionally, certain shortcut keys are
listed, allowing a user to use the functionality of the X-Ray Goggles, such as pasting from the
clipboard, publishing hacks, and other commands. Other links refer to resources, such as “The
Hacktivity Kit,” which provides background information and lesson plans for running a hack jam.
Finally, other links such as future hack sessions, a blog, and other links round out the
information in this website, making it a comprehensive source for people interested in hacking.
This is a very useful source to use as the backbone of a Hackasaurus lesson plan for
professional development. It contains the critical tools needed to hack a webpage, the X-Ray
Goggles. It also contains a very detailed lesson plan for preparing for a hack jam. The
Hackasaurus Slides contain a lesson about hacking, the open web, and how to hack. Essentially,
the existing information provided in this website can be re-used and modified to form a lesson
plan targeted to teachers and other professionals for professional development.
Information from the website would be critical in forming a professional development
lesson plan. This website would be an integrated part of the learning plan, because it would be
the first webpage that users would go to when beginning the hacking portion of the lesson.
Additionally, portions of The Hactivity Kit could be used and modified to create lesson plans
that cater to adult learners. Furthermore, the Hackasaurus Slides would serve as a very useful
tool for introducing the concepts of hacking and the open web. This webpage contains so much
more information and insight than discussed presently, and further examination is necessary to
make full use of this source.
Mozilla.org Contributors. (2011). Hackasaurus Slides: How to hack the web. Retrieved on
November 11, 2011 from http://htmlpad.org/hackasaurus-presentation-01/.
The Hackasaurus Slides act as an essential tool in conducting a Hack Jam. It explains the
important concepts of hacking using visual aid and introduces the unique characteristics of the
web, such as participatory culture. The slides also explain why understanding how to code is
important and provides a brief guide on installing the Hackasaurus X-ray Goggles tool.
The source is useful but it cannot stand by itself in a lesson. It is a useful tool in
showcasing important key concepts using visual aid but it needs a lot of elaboration and
explanation that are dependent on the instructor delivering the lesson.
The slides can be used as an initial introduction in explaining key concepts of hacking
and unique characteristics of the web. However, in order to ensure a successful lesson, the
instructor needs to be a content expert who can clearly explain these abstract concepts and
connecting these ideas by applying them in the lesson.

Mozilla.org Contributors. (2011). The Hacktivity Kit. Retrieved on November 11, 2011 from
http://labs.toolness.com/temp/hackasaurus-pdfs/hacktivity_kit.pdf.
The Hacktivity Kit provides an extensive introduction to Hackasaurus, an open educational
resource tool that helps youth understand the building blocks that make up the web, including
HTML (hyper text markup language) and CSS (cascading style sheets). Learners are encouraged
to develop “hacker habits” - a combination of technical and social skills to become active co-
creators of the web and take charge of their own learning. After detailed explanations of all the
hacking tools, the kit encourages educators in using the tools to facilitate their own webmaking
events or classes.
This source is extremely useful serving as a model template for us to create our
challenge-based curriculum. The Hacktivity Kit is generated by the project leaders of
Hackasaurus at Mozilla Foundation. Therefore, it is a great source with recommendations on
how the hacking tools should be implemented.
A lot of the technical term definitions such as hack, HTML and CSS would be useful to
incorporate in clarifying key concepts. Step two and Step three of the Hacktivity Kit include
sample learning modules which are useful acting as sample activities for us to refer to when
drafting lesson plans for our project.
Organisation for Economic Co-operation and Development (2011). Centre for Educational
Research and Innovation-Open Educational Resources. Retrieved on November 9, 2011
from www.oecd.org.
The Centre for Educational Research and Innovation (CERI) of the Organisation for
Economic Co-operation and Development has created a project to determine why educational
resources are being shared over the web, who is sharing the information, and what the
implications of this sharing are. The project analyzes the sustainability of open educational
resources. It also analyzes barriers and incentives of educators delivering their materials as open
educational resources (OER) and how to improve access and usefulness for OER users.
Although this source is reliable, it is not as useful as other sources to our curriculum
because it seems to focus more on the impact of OER on higher education and the sharing of
material by professors. However, the website is objective in presenting the material and results
of the project.
Although Hackasaurus is an open educational resource, this website is not very helpful to
our curriculum development. However, one helpful aspect is its analysis of how to make OER’s
sustainable. We may be able to use information from that segment to ensure the sustainability of
Hackasaurus. Furthermore, the website articles discuss property rights of online resources and
we should keep that in mind as we plan our curriculum.
P2PU Contributors. (2011). P2PU. Retrieved on November 11, 2011from http://p2pu.org/en/.
The Peer 2 Peer University (P2PU) is an open education project that provides creative
learning outside of an institutional setting and gives learners recognition for their achievements.
This tool provides a platform in which people work together to learn about a particular topic by

completing tasks, assessing work, and providing feedback. Four schools make up the P2PU
platform - Webcraft, Social Innovation, Mathematical Future, and Education. The relevant
school for this discussion is the Webcraft school, in which students can learn web development.
The featured challenges in the School of Webcraft contain some useful learning tools,
some of which involve learning html. Each challenge is divided into around three to six tasks,
and each task is explained in more detail when clicked on. Additionally, a discussion board
provides helpful hints and comments by peers. The goal of the different challenges, tasks, and
discussion board are to provide a structured method of learning the information, as well as a
community of people who have gone through the challenges before and can provide comments
and suggestions. This source appears to be useful in creating a collaborative online learning
experience.
The P2PU platform would be helpful in terms of structuring Hackasaurus, if it was to be
offered in an online format. One way to use this source is to offer a teaching certification, once
all of the challenges are completed. Within each challenge would be more detailed tasks that
require using the Hackasaurus tool to perform certain functions. An overarching theme could
potentially be used for all of the challenges, such as a superhero theme. Finally, P2PU fits into
the heart of the Hackasaurus project, because P2PU promotes collaboration and knowledge-
sharing, which is at the heart of Hackasaurus.
The International Society for Technology in Education. (2007). National Education Technology
Standards. Retrieved on November 9, 2011 from http://www.iste.org.
The International Society for Technology in Education provides standards for both
students and teachers. Standards for students include demonstrating creativity and innovation,
communicating and collaborating, thinking critically, and using technology effectively and
productively. Standards for teachers include engaging students in exploring real-world issues
and solving authentic problems using digital tools and resources, modeling collaborative
knowledge construction, and providing students with multiple varied learning assessments. This
website also lists professional development courses and conferences in which teachers can learn
more about using technology in education.
The purpose of this website is to advance the effective use of technology in PK-12 and
teacher training. This is a useful source because it presents guidelines to consider for both
students and teachers when implementing a technology curriculum. I believe it is a reliable
source because it is a collaboration of educators overseen by a board of directors who have been
involved with technology in education for many years.
Because it presents standards for both teachers and students, this site will be helpful as
we consider the overarching goals of our curriculum. By considering the standards, it will be
helpful in determining content as we plan our lessons. Furthermore, the standards support one of
our aims of teaching digital citizenship.

Hackasaurus Professional Development Curriculum

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Hackasaurus Professional Development Curriculum