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.
Mobile Consider some of the basic symbols of education in the United States: the textbook, the chalkboard, and the apple. Thanks to technological innovations and cultural forces, we’ve seen textbooks supplanted by videos and e-books, SMART Boards replace chalkboards, and the apple on the teacher’s desk pushed aside by the latest gadgets from, well, Apple. Just as our classrooms have changed significantly since the 1800s, so have our ideas about the purpose of schools. Our views on education were defined by John Dewey's theory, which states—and I'm simplifying—that the general purpose of school is to transfer knowledge and prepare young people to participate in America’s democratic society. But today's students live in a modern, global society that is interconnected as never before. I propose that the purpose of schools must be preparing children to compete in the global environment. High-performing nations such as China, Finland, South Korea, and Singapore have joined the global supply chain.
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.
If it's not fun, we're not interested Kun "Käskemällä ei mitään saa", olisiko parempi käyttää "Innostumisen pedagogiikkaa"? Jotain tuolla pelipuolella on osattu tehdä oikein, kun "Suomalainen peliyhtiö Supercell kasvaa valtavaa vauhtia" ja Rovion lisäksi muutkin pelifirmat menestyvät. Koulussakin menee hyvin, mutta muunkinlaisia merkkejä on näkyvissä. Koulu on peli, jossa on kurja juoni Asia, jota olen miettinyt jo pitkään sai sanallisen muodon, kun porukalla pelasimme Dragonbox-peliä lasteni kanssa. monta peräkkäistä "kappaletta", "chapter'ia" tai "episode'a", joissa jokaisessa on monta peräkkäistä tasoa. Mitä tuo muistuttaa? Koulussakin onkappaleet = luokkatasot; tasot = kurssit tai ainesisällöt; tähdet = numerot; seuraavalle luokalle ei pääse, jos ei selvitä edellistä. Missä on ero? Kumpi toimii tämän päivän maailmassa - kysyn vaan Pitäisikö siis muuttaa koulu oikeasti peliksi. Pelibusineksessa menee hyvin - Suomi on Forbesin ja Hesarin jutun mukaan paras paikka maailmassa pelikehittämiselle. Pitääkö aina olla kivaa?
Video Games in School: Pros and Cons About ETR Community EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century. EdTechReview spreads awareness on education technology and its role in 21st century education through best research and practices of using technology in education, and by facilitating events, training, professional development, and consultation in its adoption and implementation.
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.
8 Crucial Resources For Flipped Classrooms Have you “flipped” yet? My colleagues have this week; it’s PSSA week in Pennsylvania (PSSAs are standardized tests.). That’s not the flipped I meant, however. I meant, have you flipped your classroom yet? YouTube This might be the most popular tool teachers have used for flipped instruction. You don’t have to establish a class list to allow for student discussion. Other services, such as those that approximate a LMS, require a lot of preparation before a teacher can use it. You can edit the video online (somewhat). Evernote Tutorial as a Cartoon Trim and stabilize Swap audio tracks Change the look of the video (for instance, make it look like a cartoon) Add annotations Add captions Download the new version of the video for offline use It’s easy to share with colleagues, friends, and professional development organizations. I would assume that teachers might want to share their videos with other teachers or use them when they present at professional development conferences. Edmodo Schoology
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
Koulu on jo peli | tarmo.fi Opetuksen pelillistämiseen (gamification) liittyy paljon myyttejä ja väärinymmärryksiä, jotka opettajien ja opetuksen suunnittelijoiden on tunnettava. Gamification, pelillistäminen, tuntuu olevan yhä useammin tarjottu ratkaisu melkein mihin tahansa koulutuksen haasteeseen. Saavutukset, badget, pisteet, palkinnot ja muut pelimekaniikasta kopioidut toiminnot päätyvät koulutukseen, mutta ovatko tulokset hyviä? Tapahtuuko edelleen oppimista, vai muuttuuko oppiminen viihteeksi? Koulun pelillistäminen usein epäonnistuu, koska ei huomata, että koulu on jo itsessään peli. Koulun todellinen pelillistäminen edellyttää siis itse koulun toimintatapojen muuttamista. Didaktisten käytäntöjen suunnittelussa on hyvä tuntea ainakin pelien, motivaation ja oppimisen tutkimuksen keskeiset tulokset.
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