Ricomincio da Bloom Perché ricominciare da Bloom? Non certo per ritornare a Bloom, ma per intraprendere in modo consapevole e con qualche strumento in più i sentieri presenti e futuri dell’insegnamento e dell’apprendimento. Spesso ripercorrere la strada fatta è il miglior modo per non perdersi nel cammino che ancora attende, specie quando questo cammino, come è il caso del territorio dell’educazione, più che a un’autostrada somiglia a un labirinto di teorie, vecchie e nuove pratiche, attese escatologiche, mode assillanti, svariate tecnologie educative, acronimi impronunciabili, innumerevoli modi di declinare l’e-learning, articoli di fede, e così via. Ricominciare da Bloom è quindi un modo per fare chiarezza sulla questione centrale dell’apprendimento, incentrata sul significato che diamo a questa parola. Samuel Benjamin Bloom Rappresentazione della Tassonomia di Bloom in forma di “piramide” Nell’immagine la tradizionale raffigurazione della tassonomia di Bloom in forma di “rosa” o “ruota“. 2. 4. 5. 6. 7.
Vagabundia Cada vez que abrimos una página web, el navegador descarga los archivos que la componen y los guarda en una carpeta de la PC; allí se van acumulando datos que incluyen imágenes, videos, audio, scripts, css, etc. Esto es algo que hace para ahorrarnos tiempo; es decir, si ingresamos de manera repetitiva al mismo sitio, simplemente lee lo que ya descargó y como el acceso al disco duro es ágil, se evita el trabajo de conectarse y la navegación es mucho más rápida. El problema con esto es que, en ciertas ocasiones, ese proceso nos juega una mala pasada ya que, si el sitio o página que estamos mirando posee un error, ese error también será descargado y, aunque sea eventual, es posible que nosotros no nos demos por enterados ya que seguiremos viendo la copia equivocada. Lo mismo ocurre cuando hacemos cambios en algún archivo y ese cambio no parece funcionar; es más, si vemos el código fuente, no veremos el cambio.
Bloom's Digital Taxonomy Verbs [Infographic] When using Bloom’s Digital Taxonomy (a revised take on Bloom’s devised by educator Andrew Churches), it helps to have a list of verbs to know what actions define each stage of the taxonomy. This is useful for lesson planning, rubric making, and any other teacher-oriented task requiring planning and assessment strategies. The Bloom’s Digital Taxonomy verbs in this handy infographic apply specifically to each stage of the taxonomy. They progress from LOTS (lower-order thinking skills) to the HOTS (higher-order thinking skills). According to Churches on his wiki Edorigami, “Bloom’s Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies …” This means the verbs listed below are applicable to facilitating technology use in the modern classrooms. A Quick Reference Tool for Bloom’s Taxonomy Verbs Poster Files For You
Getting Started with Technology The following is an excerpt from Chapter 17, written by CRLT's Erping Zhu and Matt Kaplan, of McKeachie's Teaching Tips, 14E. From McKeachie/Svinicki. © 2014 Wadsworth, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions The phrase “teaching with technology” may conjure up a variety of different images depending on our own experiences as instructors, students, or even conference attendees. From a systems approach, teaching with technology involves four major components: the course content, the instructor, the students and the technology tools (See Figure 17.1.). Each of these components is discussed in more detail below. Course Content In order to use technology effectively in teaching, we must examine our course goals as we do when we plan a new course. More on Course Content: How to use technology for different educational objectives Figure 17.2 Technology and Learning Objectives The Instructor Table 17.1 Common Technology Tools and Their Uses Students
Choosing Your Technology Assessing students’ prior knowledge and identifying misconceptions before introducing a new subject Prior knowledge is necessary for learning but can be problematic if it is not accurate or sufficient. It is a good practice for faculty to assess students’ prior knowledge of a subject and identify common misconceptions in order to find an appropriate entry point for introducing a new topic. Checking students’ understanding of new material Clicker technology makes it easy for faculty to check students’mastery of lecture content. Starting class discussion on difficult topics The anonymity of responses facilitated by the clicker technology allows faculty to initiate class discussion and debate on sensitive topics that might otherwise be difficult to explore. Using Peer Instruction and other active learning techniques Clicker technology makes the use of these strategies feasible and manageable, even for large classes. Administering tests and quizzes during lecture Gathering feedback on teaching
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
SAMR App Dice Have you ever heard of the SAMR Model by Dr. Ruben Puentedura? The model states: The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions. After seeing this I of course was hit by inspiration and created a set of App Dice Based off this model. Like this: Like Loading...
63 Things Every Student Should Know In A Digital World 63 Things Every Student Should Know In A Digital World by Terry Heick It could be argued—and probably argued well—that what a student fundamentally needs to know today isn’t much different than what Tom Sawyer or Joan of Arc or Alexander the Great needed to know. Communication. Resourcefulness. Creativity. Persistence. How true this turns out to be depends on how macro you want to get. But in an increasingly connected and digital world, the things a student needs to know are indeed changing—fundamental human needs sometimes drastically redressed for an alien modern world. Of course, these are just starters. The Changing Things They Need To Know: 13 Categories & 63 Ideas Information Sources 1. 2. 3. 4. Learning Pathways 5. 6. 7. 8. Human Spaces 9. 10. 11. 12. Socializing Ideas 13. 14. 15. 16. Digital Participation 17. 18. 19. 20. Publishing Nuance 21. 22. 23. 24. Applying Technology 25. 26. 27. 28. The Always-On Audience 29. 30. 31. 32. Social Rules 33. 34. 35. 36. Diction 37. 38. 39. 40. 41. 42. 43.