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Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging Activities
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Building Blocks of eLearning: Aligning Objectives with Engaging Activities

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Presentation used during the Jun 22, '09 State of Texas DIR/E-Learning Council joint webinar on the Building Blocks of eLearning.

Presentation used during the Jun 22, '09 State of Texas DIR/E-Learning Council joint webinar on the Building Blocks of eLearning.

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  • 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.”
  • Transcript

    • 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
    • 4. E-Learning Councilwww.elearningcouncil.com
      Mission: Advance E-learning through a community that provides leadership, best practices and resources in a collaborative environment.
      Vision: A dynamic network that serves as a clearinghouse of diverse E-learning information and resources.
      We value:
      • Peer to peer connections and support
      • 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

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