UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. Learn more about the UDL Guidelines: Three primary principles guide UDL—and provide structure for the Guidelines:
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.
The Open Classroom Like automotive models, women’s hemlines, and children’s toys, pedagogical fads come and go, causing an immediate stir but rarely influencing teaching practice in any significant way. The notion that every innovation dreamed up by reformers inside and outside public schools makes its way into the nation’s classrooms is popular among those hunting for reasons to malign the schools. But it is crucial to distinguish between mere intellectual chatter and ideas that provoke substantive change. Where on this spectrum does the idea of the “open classroom” lie? British Invasion The open-classroom movement originated in British public elementary schools after World War II. For more than a decade, U.S. schools had been subjected to withering attacks, blamed for everything from the launch of Sputnik to urban decay. Open classrooms’ focus on students’ “learning by doing” resonated with those who believed that America’s formal, teacher-led classrooms were crushing students’ creativity. Backlash
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
Too Sexy for Your Training: Creating A “What’s In it for Me?” (WIIFM) When Your Learners Couldn’t Care Less Two integral parts of any large change within an organization are gaining buy-in for the change and developing internal change champions. As a strategic partner to our clients in helping foster behavior change within their organizations, we believe effective communications around the change are essential for buy-in and success. We can make the best training in the world, but if learners aren’t “buying in” at an organizational level, training can be deemed ineffective when, in reality, it has nothing to do with the quality of the training, but rather other organizational currents. To help our clients address and overcome these challenges, we often weave in communication campaigns with our training deliverables. This helps learners understand the why and WIIFM behind the new process or procedure on which we’re training them. There are a variety of ways in which we accomplish this with our clients. Determine the best methods for marketing.
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?
10 Drivers Of Blended Learning In Education Blended learning is the use of both face-to-face and eLearning approaches to deliver learning experiences (as opposed to direct instruction). Whether you’re mixing a formal learning management system with in-person lectures, or a flipped approach that combines YouTube videos with in-class group work and individual instruction, these are all examples of blended learning. The infographic below from the good folks at Digital Learning Now offers a basic framework for implementing blended learning (Create conditions for success, Plan, Implement, Improve), and then interestingly offers to “drivers” of blended learning, including online state testing, cost, and the critical ability to personalize learning. 10 Drivers Of Blended Learning In Education 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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•
What Everybody Ought to Know About Instructional Design In an earlier post, we looked at how to build better courses by trimming out some of the content. Many of the follow-up comments and questions speak to your role as an instructional designer. In fact, it’s a question I was asked in a recent email: What is the role of the instructional designer? And how do I convey that to my clients and subject matter experts? As I was contemplating a response, I stumbled upon this video that does a great job illustrating the value of instructional design. Click here to watch video. As humans, we’re wired to learn and we’re always learning. Learning happens through our experiences and through the things we see and hear. A formal course intrudes on the learner’s natural learning path. The video above is an excellent illustration of some key points concerning instructional design. Some might try to understand the big picture and spend time figuring out where they’re at and why they’re in two teams. Now let’s flip it around a little.
16 of the Best Blended Learning Resources In February 2014, Edreform.com published a paper on digital and blended learning that points out over “68 percent of parents support digital learning” and “digital learning has tri-partisan support, with 61 percent of Republicans, 65 percent of Independents, and 67 percent of Democrats in favor.” Such strong support may make blended learning the future standard for education. How can you make blended learning a success in your school or classroom? Become a Blended Learning Expert Image via Flickr by flickingerbrad Blended learning uses both in-person and online methods to teach students, and there are several different models for implementing it in the classroom. In February 2014, Edudemic posted an article that details the basics of what blended learning is, and outlines the building blocks of a successful program. Tools to Make Blended Learning Work Knowing the theories and models of blended learning is the first step toward making it a success in your classroom.
Active Learning How to create an active classroom experience with technology. GUEST COLUMN | by Jessica Sanders The traditional teaching method of giving a lesson at the front of the class puts you, the teacher, in an active position but leaves students in a passive role, where they are taught to but don’t interact with the material as much they should. In fact, Edudemic reported that teachers do 80 percent of the talking in class. This format can quickly cause students to become bored and disengaged—students that aren’t engaged have a higher rate of failing. Creating an active learning environment is also a valuable opportunity for teachers of younger students, who have keep a whole class of inattentive students focused and interested. While some teachers choose to rearrange their classroom to make them more student-focused, the simple addition of a few tech tools can make immense improvements for you and your students. Classroom Design (The Non-Tech Portion) Step 1: Assess Student Objectives Like this: