Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
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). It has since been used in instructional design to ensure that the components of a learning design are "aligned". 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 Cognitive Process Dimension
Bloom's Taxonomy of Educational Objectives | The Center for Teaching and Learning | UNC Charlotte One of the most widely used ways of organizing levels of expertise is according to Bloom's Taxonomy of Educational Objectives. (Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) Bloom's Taxonomy (Tables 1-3) uses a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. Organizing measurable student outcomes in this way will allow us to select appropriate classroom assessment techniques for the course. There are three taxonomies. Which of the three to use for a given measurable student outcome depends upon the original goal to which the measurable student outcome is connected. The course goal in Figure 2--"student understands proper dental hygiene"--is an example of a knowledge-based goal. To determine the level of expertise required for each measurable student outcome, first decide which of these three broad categories (knowledge-based, skills-based, and affective) the corresponding course goal belongs to.
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.
Select teaching technology with SECTIONS As the demand for eLearning grows, we see more teachers turning to technologies to support or deliver their teaching. Good guidance in the selection of the appropriate technologies is often missing. All too often, we see teachers falling for the glossy technologies and spending time and money pursuing them at the expense of the learning of their students. On the other hand, whilst learning is the primary goal, other considerations are also important: most obviously, cost in time and money. Tony Bates and Gary Poole (2003) examined using technology in teaching prior to the iPhone (and other smartphones), iPad, Facebook and Twitter! Students Ease of use Costs Teaching and learning Interactivity Organization Novelty Speed The SECTIONS methodology is summarized here in a downloadable PDF diagram (100KB) that identifies important considerations when selecting technologies. Effective Teaching with Technology in Higher Education: Foundations for Success.
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. 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 Can make connections beyond the proble, Can generalise and apply to new situation, Can transfer learning and makelinks between subject areas. We want to have our students working at the highest levels of extended abstract. Reference
firstprinciplesbymerrill.pdf (application/pdf-Objekt) 5 Elements that Make Your eLearning Courses Effective The objective of an eLearning course is to provide an engaging learning experience to the end user. There are certain elements that make e-learning truly interactive. Let’s take a look at some of them: Learning Objects: Learning objects are all those elements that help create the learning material of a course. Videos/Animation: Videos complement the learning that takes place in an online course and breaks the monotony of assimilating large content. Graphics: Using graphics for interactivities or for courseware makes the course easier to understand and helps learners retain the subject matter better. Audio: Audio is an integral part of the e-learning courseware. Interactivities and Games: Interactivities are used in the course to invoke the interest of learners and to get them involved in the course content. Technology is changing very fast and each day new creative elements are being incorporated to make learning more engaging, effective and entertaining. You might like: Views: 709
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. David Merrill’s first principles of instruction. 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. So why present both models?
Toward a common definition of "flipped learning" - Casting Out Nines We’ve seen a significant ramping up of interest in – and exposure to – the flipped/inverted classroom over the last few years, and it’s been nice to see an uptick in the amount of research being done into its effectiveness. But one thing that’s been lacking has been a consensus on what the flipped classroom actually is. If a professor assigns readings to do before class and then holds discussions in class, is that “the flipped classroom”? I’ve said in the past that it is not (necessarily), but that’s just me. Now, however, a group of educators and others interested in flipped learning are proposing a common definition of flipped learning, and it’s pretty interesting. Their definition of flipped learning goes like this: Note first that the authors are not defining what the flipped classroom is but rather what flipped learning is. So, what does flipped learning involve that distinguishes it from merely flipping a classroom? What are your thoughts on this document and definition?
Bloom's Taxonomy Teaching & learning support > Assessment> Bloom’s taxonomy of educatioal objectives Teaching and Educational Development Institute © Teaching and EducationalDevelopment InstituteThe University of QueenslandPrepared by Geoff IsaacsTEDI, 1996 Some verbs to help in writing objectives in the affective domainPsychomotor domain The psychomotor domain concerns things students might physically do. A Taxonomy of the Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: McKay], as summarised in Barry, K. and King,L. (1993) Beginning Teaching. Wentworth Falls, NSW: Social Science Press.The levels of this domain are categorised as:• reflex: objectives not usually written at this ‘low’ level• fundamental movements: applicable mostly to young children (crawl, run, jump, reach, change direction)• perceptual abilities: catch, write, balance, distinguish, manipulate• physical abilities: stop, increase, move quickly, change, react• skilled movements: play, hit, swim, dive, use•