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.
Bloom's Taxonomy Bloom's wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom's taxonomy is a classification of learning objectives within education. It is named for Benjamin Bloom, who chaired the committee of educators that devised the taxonomy, and who also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals. Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's taxonomy is considered to be a foundational and essential element within the education community. History[edit] Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. Cognitive[edit] Knowledge[edit] Comprehension[edit] Application[edit]
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.
Citation Styles, Style Guides, and Avoiding Plagiarism-The Library Quick links APA Style Guide 6th edition (Purdue University) MLA Style Guide 7th edition (Purdue University) Chicago Style Guide 16th edition (Purdue University) How do you find the complete style manuals? What is plagiarism? Why cite sources? Whenever you quote or base your ideas on another person's work, you must document the source you used. Citations allow readers to locate and further explore the sources you consulted, show the depth and scope of your research, and give credit to authors for their ideas. By following these guidelines, you avoid plagiarism, which is a serious violation of the Code of Student Conduct. How do you cite sources? These guides (used with permission from Purdue University) describe and give examples for the three major styles used in the humanities, social sciences, and some scientific disciplines: APA Style Guide From the American Psychological Association. How do you choose a style? How do you find the complete style manuals? APA Style MLA Style Search
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
Find the Agent Who Will Find You a Publisher An ePUB is quickly becoming the universal file format eReaders and smartphones. In contrast to Amazon Kindle's proprietary file format, ePUB is an "open publication" e-file that is supported on the Nook, Sony Reader, iPhone, iPad, iTouch as well as all Android smartphones and both PC and Mac computers. For this reason, in order to publishing your book across all the major online retailers like Barnes & Noble's PubIt, Apple's iBookstore, Kobo and its international subsidiaries like BookWorld, and indie favorite Smashwords.com, it's imperative that you create a flawless ePUB file of your book. The good news is that it's a pretty easy process. With the right ePUB converter tool, we were able to make our ePUB file in less than 30 minutes. And that's less time than it takes us to pull ourselves out of bed in the morning. And whether you're a PC or Mac user, the process is the same for creating an ePUB file. Cleaning Up Your MS Word .doc Manuscript Preparing! A what? Really, that's it? 1. 3A.
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?
OS X: About FileVault 2 FileVault 2 uses full disk, XTS-AES 128 encryption to help keep your data secure. Using FileVault 2, you can encrypt the contents of your entire drive. FileVault 2 requirements FileVault 2 requires OS X Lion or later, and OS X Recovery installed on your startup drive. Turning on FileVault 2 FileVault 2 is available from the Security & Privacy pane of System Preferences. If you migrated a home directory that was encrypted by an earlier version of FileVault (Legacy Filevault), you need to turn this off first. When you select "Turn On FileVault", you're asked to identify the user accounts that are allowed to unlock the encrypted drive if there is more than one account present. Users not enabled for FileVault unlock are only able to log into the computer after an unlock-enabled user has started or unlocked the drive. After selecting which users can unlock the disk, you're shown your recovery key. You can also store your recovery key with Apple. Your password and Recovery Key are critical
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•
Java for OS X 2012-006: How to re-enable the Apple-provided Java SE 6 applet plug-in and Web Start functionality Languages Learn how to re-enable the Apple-provided Java SE 6 Java SE 6 web plug-in and Web Start functionality in Lion and Mountain Lion. If, after installing Java for OS X 2013-005 and the latest version of Java 7 from Oracle, you want to disable Java 7 and re-enable the Apple-provided Java SE 6 web plug-in and Web Start functionality, follow these steps. Note: You must be logged in as an administrator. If prompted for your administrator password after a command, enter it and then press the Return or Enter key. Open Terminal, located in the Utilities folder. The following steps will undo the above commands and restore Java 7 in Lion and Mountain Lion. Disable Java SE 6 Web Start opening: Enter this command, then press the Return or Enter key: sudo ln -sf /System/Library/Frameworks/JavaVM.framework/Versions/Current/Commands/javaws /usr/bin/javaws When prompted, enter your administrator password, then press the Return or Enter key. Last Modified: Nov 20, 2013 One Moment Please
Import questions Moodle has a number of different formats that can be used to import questions into Question bank categories and as lesson question pages. These include some proprietary quiz software formats, as well as text files and Moodle formats. Importing questions from an existing file It is possible to import questions from a file on your network/computer or from a file that has been saved or uploaded into your course files. The underlying character encoding of this file is important. Question bank import process The question bank allows you a great deal of flexibility when importing questions. Import question formats from the import tab . General and import file parameters sections Lesson module process The question types that can be imported into a lesson are similar to question bank. Lesson screen asking which file type will be imported Lesson can only import from a file located on the teachers computer. Question import formats Moodle 'proprietary' text format for import and export. Moodle XML Aiken 1.
Archives Shortcode You can easily and quickly create an archive index of your WordPress.com blog’s posts using the [archives] shortcode. To create an archive index for your blog, simply add a new page or post and type the following shortcode into your visual editor: [archives] By default, the shortcode will produce an index/listing of all published posts on your blog. Customization Of course you can customize it! Here are just a few examples of how you can use the [archives] shortcode on your own blog using the customization options listed below. Last 12 months: [archives type=monthly limit=12] Last 12 months with post count: [archives type=monthly limit=12 showcount=true] Last 18 days: [archives type=daily limit=18] Last 32 posts: [archives limit=32] Last 3 weeks: [archives type=weekly limit=3] All posts in a drop-down: [archives format=option] Last 12 months with post count in a drop-down: [archives format=option type=monthly limit=12 showcount=true] ↑ Table of Contents ↑ Options Help us improve:
Amazing Video Alternative to Google Plus Hangouts Heartache- Comparison :: VSee What's the alternative for Branden Kowitz, chief designer of Google Ventures, since he doesn't use Google+ Hangouts when needs to collaborate with his portfolio companies*? While Google makes some great collaboration products like Google docs. Google+ Hangouts, unlike VSee group video for virtual teams, simply isn't designed for work collaboration. It's a nice way to hang out with friends, but a spoon isn't a great alternative when you need a shovel. * stated during Branden's April 2012 BayCHI talk at PARC VSee Advantages Over Google+ Hangouts Designed for working together Awesome video performance (and echo-free audio) Military-grade security VSee Is More Than A Hangout VSee is designed to make getting work done easy. Furthermore, Google Hangouts has made several poor business design choices, including: Working together from a distance is frustrating enough as it is. Fabulous Video Performance VSee video at default setting of 240p Hangouts group video (actual size, not adjustable)
EDTC 6433: Using Video Analysis to Enhance Student Learning and Performance in PE « Marc Keeney's bPortfolio Effectively integrating technology into a Physical Education setting in order to further student learning can be a very difficult task. As PE classes are not held in a traditional classroom in which traditional technology such as computers are present, I need to think outside of the box to find relevant technologies to use in a PE class. Further, I need to ensure that the inclusion of technology in PE is actually benefiting the students’ learning in some way. ISTE 1 states, in part, that “Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.” (ISTE, 2008) This standard goes on to specify that teachers will “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” (ISTE, 2008). References Like this: Like Loading...