Bloom’s Taxonomy and the Digital World Bloom’s Taxonomy, developed in the 1950′s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation. The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. Though an ability to analyze and apply certainly supersedes the basic knowledge category, to synthesize entails divergently applying knowledge and/or skills to produce something new. Lastly, evaluating or judging the value of material is necessary to produce a worthy final end product. Applying Progressing up the Bloom’s ladder, the next level is referred to as applying.
Research Sheds Light on Mobility in Teaching, Learning Posted September 19, 2011 ABILENE, TX – Abilene Christian University announces recent research findings from its ACU Connected mobile learning program that show how mobility is transforming teaching and learning. After three years of investigations and empirical research studies based on Apple's iPhone, iPod touch and last year, the iPad, ACU named time efficiency, increased independence, engagement and enhanced communication as mobility's emerging themes. In a highly-controlled scientific study, ACU students who used an iPad to annotate text performed at a rate 25 percent higher on questions regarding transfer of information than their counterparts who used only paper. ACU also found the iPad to provide increased access and engagement for students, and preliminary reports demonstrate high levels of satisfaction. Dr. In an effort to equip the next generation of educators with 21st-century teaching skills, Dr. ACU's mobile learning experiments reach beyond the formal classroom.
The Theory and Practice of Online Learning Awards The Theory and Practice of Online Learning is the winner of the 2009 Charles A. Wedemeyer Award, provided by the University Professional & Continuing Education Association. Click here for more information on their Community of Practice Awards program. About the Book Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. About the Author Terry Anderson is a professor and Canada Research Chair in Distance Education at Athabasca University. Download the eBook Copyright: This work is licensed under a Creative Commons License (CC BY-NC-ND 2.5 CA). Download the entire book Select a Chapter Download Front Matter DownloadTable of Contents Download Foreword to the Second Edition Download Introduction PART I: Role and Function of Theory in Online Education Development and Delivery Download1. Download2. Download3. Download4. Download 5. Download 6. Download 7. Download 8.
The Gamified Classroom Part I: The Unique Obstacles Teachers Face Today’s 21st century students are not like their parents’ generation. Never before have we, as a civilization, experienced such a large generation gap — and the reason behind it is video games. Today, students are expected to pay attention and learn in an environment that is completely foreign to them. In the upcoming months we’ll be looking at how gamification can be used effectively in schools to help students feel engaged by their lessons. The fact remains that engaged students are better students. Secondly, before worrying about student engagement in a gamified classroom a teacher must also convince the school’s administration and the student’s parents that a gamified classroom is beneficial to learning. Lastly, there is one overriding factor that we must take into consideration when we discuss gamifing a classroom: budget. Andrew R. The Gamified Classroom by Andrew R. Watch GSummit SF 2014 videos on-demand from our partner FORA.tv
OpenSourceCPD : Main - Home Page browse Wikiversity SocialLearn With the changes in the Higher Education landscape there has been a recent emergence in ‘social learning’ – informal learning taking place on social platforms and within online communities. Users connect with OER (Open Education Resources) made freely available from across the web and collate for a holistic subject view for self-education. The content and the learner’s interaction with it is then socialised through peer review and online collaboration, in some cases remixing the original content by factoring in new content for repurpose it for personal use. It is this ability to remix content to individual needs that puts the user at the centre of their own learning. With the increase in the use of third party social media/networking platforms across the web, and subsequently the world, the ability to learn and collaborate with others (whether friends or absolute strangers) is now a reality. SocialLearn is open to anyone and is entirely free.