tivity 2 - Effective use of Learning Design - OpenLearn - The Open University Time: 30 minutes In this activity, you will use an instrument called the "taxonomy of educational objectives" to align learning outcomes with learning activities, which are part of teaching methods. The taxonomy was originally developed to align learning outcomes with assessment items (Anderson & Krathwohl, 2001). In the revised version (depicted in Table 1 below), the taxonomy features two dimensions: the knowledge dimension, and the cognitive process dimension. The definitions for the different types of knowledge and cognitive processes are as follows (after Anderson & Krathwohl, 2001): Knowledge Dimension Factual knowledge: The basic elements students must know to be acquainted with a discipline or solve problems in it Conceptual knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together Procedural knowledge: How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques and methods Your task:
Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. The intention was to develop a classification system for three domains: Cognitive domain (intellectual capability, mental skills, i.e., Knowledge) Affective domain (growth in feelings, emotions, or behavior, i.e., Attitude) Psychomotor domain (manual or physical skills, i.e., Skills) This taxonomy of learning behaviors can be thought of as the goals of training; i.e., after a training session, the learner should have acquired new skills, knowledge, and/or attitudes. Cognitive Domain - Bloom's Taxonomy Work on the cognitive domain was completed in 1956 and is commonly referred to as Bloom's Taxonomy of the Cognitive Domain, since the editor of the volume was Benjamin S. A description of the six levels is given here (1 page Bloom, et al indicated … In essence, the authors foreshadowed what has come to be known as outcomes-based assessment (Assessment in Higher Education by Heywood 2000)
Learning Objectives - Enhancing Education Before you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning. Alignment among three main course components ensures an internally consistent structure. Alignment is when the: OBJECTIVES articulate the knowledge and skills you want students to acquire by the end of the courseASSESSMENTS allow the instructor to check the degree to which the students are meeting the learning objectivesINSTRUCTIONAL STRATEGIES are chosen to foster student learning towards meeting the objectives When these components are not aligned, students might rightfully complain that the test did not have anything to do with what was covered in class, or instructors might feel that even though students are earning a passing grade, they haven’t really mastered the material at the desired level. Aligning these three components is a dynamic process, since a change in onenecessarily affects the other two. Learning objectives should use action verbs.
Solo Taxonomy | Educational Origami Solo Taxonomy has been sitting on my to do list for a while. Dean Groom during his presentation at MICDS reminded me and I took a little time to have a play with it. SOLO stands for Structure of Observed Learning Outcomes. It was developed in 1982 by John B. Biggs and Kelvin Collis. It is essentially a hierarchy which has 5 stages or levels that attempts to assess the students learning based on the quality of their work. Source: Prestructural – Lower Order Students acquires unconnected information. UniStructural Simple connections are created between ideas. MultiStructural More connections are being created, but lacks the meta-connections between them Keywords: combine, describe, list, order Relational Student sees the significence of the various pieces of information and can develop relationships between them. Extended Abstract We want to have our students working at the highest levels of extended abstract. Reference
firstprinciplesbymerrill.pdf (application/pdf-Objekt) Anatomy of an eLearning Lesson: Merrill’s First Principles By Shelley A. Gable A post from a couple weeks ago explained that there are instructional design models that offer formulas for assembling training in a way that captures learners’ attention, conveys content, and provides learners with an opportunity to practice and receive feedback on new skills. That post described Robert Gagne’s nine events of instruction, which is one of the more popular instructional design models and is based on cognitive and behavioral psychology. Another well-known and broadly accepted instructional design model is M. Both models provide sound structure for developing effective eLearning. Merrill’s first principles consists of five principles, each with supporting corollaries. Image from Principle #1: Problem-Centered Learning – Engage learners in solving real-world problems. Principle #2: Activation – Relate learning to previous knowledge and experience.