Reushledorman.pdf. 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. They can be in the form of content, visuals and components. Videos/Animation: Videos complement the learning that takes place in an online course and breaks the monotony of assimilating large content. They are especially useful when creating courseware on topics such as “online product training programs” or “safety practices.”
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. You might like: Views: 709 Loading ... Kevin's Applying SECTIONS 3.isf - SECTIONSKevin3.pdf. RevisedBloomsHandout - RevisedBloomsHandout.pdf. 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.
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. In fact, the selection of appropriate teaching and learning technologies is not necessarily straightforward because those decisions have many impacts. Tony Bates and Gary Poole (2003) examined using technology in teaching prior to the iPhone (and other smartphones), iPad, Facebook and Twitter!
They proposed that the selection of appropriate technologies should be guided by consideration of SECTIONS, an acronym for: Students Ease of use Costs Teaching and learning Interactivity Organization Novelty Speed. 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. Althoughno taxonomy of this domain was compiled by Bloom and his coworkers, severalcompeting taxonomies have been created over the years since Bloom’s originalbooks.
The one summarised here is based on work by Harrow [Harrow, A.(1972). 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: perceptual abilities: physical abilities: