Building Blocks of eLearning: Aligning Objectives with Engaging Activities
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The document discusses aligning learning objectives with engaging activities for e-learning. It introduces Bloom's Taxonomy as a framework for classifying learning objectives according to their cognitive complexity and mapping them to appropriate activities. The presentation provides examples of mapping low-level objectives like factual remembering to simple activities, and higher-level objectives involving analysis or evaluation to more complex problem-solving activities. It emphasizes the importance of including context, challenge, interactivity, and feedback in e-learning activities to maximize engagement and learning outcomes.
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Building Blocks of eLearning: Aligning Objectives with Engaging Activities
- 1. Aligning Objectives with Engaging ActivitiesTonia Dousay Hosted by: The E-Learning Council Texas Department of Information Resources (DIR)
- 2. Agenda DIR Welcome and Logistical Announcements Joy Hall Bryant E-Learning Council Welcome Joachim Strenk Educational Presentation Tonia Dousay 2 2 Aligning Objectives with Engaging Activities
- 3. WebConferencing Tool Grab Bar Audio Attendee Control Panel Questions 3 3 Aligning Objectives with Engaging Activities
- 5. An unfolding of networks that serve a variety of users – designers, developers, and managers
- 6. Flow of shared resources that support E-learning excellence 4 4 Aligning Objectives with Engaging Activities
- 7. Bloom’s Taxonomy Aligning Objectives with Engaging Activities 5 Block 1
- 8. Bloom’s Levels Aligning Objectives with Engaging Activities 6
- 9. Bloom’s Levels Aligning Objectives with Engaging Activities 7
- 10. The Knowledge Dimension Aligning Objectives with Engaging Activities 8 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
- 11. Ends vs. Means Aligning Objectives with Engaging Activities 9
- 12. eBlooms Aligning Objectives with Engaging Activities 10 Activities that are simple and require simple recollection Activities that construct meaning from direction Activities that involve a procedure Activities that determine relationships or structure Activities that require judgments or problem solving Activities that build elements or reorganize Select an object or concept find an object or concept identify an object/concept based on given parameters examine a scenario and select an object or concept modify an object or concept to give the desired outcome choose an object or concept based upon a problem scenario Basic elements Knowledge Dimension Cognitive Process Dimension associate or match objects or concepts identify objects or concepts that require sorting based on type build concepts or objects arrange objects or concepts in a sequence based on a scenario identify a connection between two or more objects or concepts establish an order of succession after a set of objects or concepts have been reorganized Interrelationships among elements Remember Understand Apply Analyze Evaluate Create sort objects or labels according to instruction arrange objects in a sequence mix two or more concepts or objects together based on instruction examine a scenario and determine a process solution follow a scenario to determine applicable outcomes work out a resolution to a problem scenario Methods of inquiry or processes Factual identify locate indicate search change select differentiate between objects or concepts use mathematics to solve a problem scenario illustrate by example the given procedure put objects or concepts to use as relevant to instruction evaluate an outcome given the instruction to add two or more concepts together provide a calculated response to a problem scenario Awareness and self direction Conceptual relate classify assemble rank associate sequence Procedural arrange order combine assess practice solve Metacognitive distinguish calculate demonstrate apply incorporate predict http://www.elearningcouncil.com/content/eblooms-taxonomy-e-learning-design
- 13. Objectives x Treatments Matrix Aligning Objectives with Engaging Activities 11
- 14. Factual Understanding Define key terms Aligning Objectives with Engaging Activities 12 find an object or concept
- 15. Factual Remembering Identify incidents Aligning Objectives with Engaging Activities 13 select an object or concept
- 16. Metacognitive Remembering Identify early warning signs Aligning Objectives with Engaging Activities 14 differentiate between objects or concepts
- 17. Interactivity in eLearning Aligning Objectives with Engaging Activities 15
- 18. Context Aligning Objectives with Engaging Activities 16
- 19. Challenge Aligning Objectives with Engaging Activities 17
- 20. Activity Aligning Objectives with Engaging Activities 18
- 21. Feedback Aligning Objectives with Engaging Activities 19
- 22. Questions Tonia Dousay tonia@tamu.edu or teedee@uga.edu 20 Aligning Objectives with Engaging Activities http://www.slideshare.net/ebloomsie/aligning-objectives-with-engaging-activities
Notas del editor
- Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
- Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
- Oregon State University Extended Campus Models – Course Development (http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table)
- Traditional instructional activities include such as reading a textbook, listening to lectures, conducting surveys, and observing field work
- Each cell represents a unique level of knowledge. The verb present in each cell only represents the type objective to be conveyed (see the balloons). For an interactive version of this chart, visit the ELC website. The overall purpose is to help designers brainstorm activities and ways to present information for that specific objective.
- From Preventing Violence in Schools; the timeline activity starts off showing each of the incidents and allows the user to select each year and see specific details.
- From Preventing Violence in Schools; definitions can be so bland in online learning. This crossword puzzle engages the brain and is more likely to make the words stick with the learner. The specific definitions and related resources are more likely to be associated with the words, too.
- From Preventing Violence in Schools; either/or examples are a simple way to distinguish between concepts. This activity presents all of the warning signs and then continues the cognitive process into distinguishing which is more “important.”