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Building Blocks of eLearning: Aligning Objectives with Engaging Activities
 

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.”

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

  • Aligning Objectives with Engaging ActivitiesTonia Dousay
    Hosted by:
    The E-Learning Council
    Texas Department of Information Resources (DIR)
  • 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
  • WebConferencing Tool
    Grab Bar
    Audio
    Attendee Control Panel
    Questions
    3
    3
    Aligning Objectives with Engaging Activities
  • 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
    • An unfolding of networks that serve a variety of users – designers, developers, and managers
    • Flow of shared resources that support E-learning excellence
    4
    4
    Aligning Objectives with Engaging Activities
  • Bloom’s Taxonomy
    Aligning Objectives with Engaging Activities
    5
    Block
    1
  • Bloom’s Levels
    Aligning Objectives with Engaging Activities
    6
  • Bloom’s Levels
    Aligning Objectives with Engaging Activities
    7
  • The Knowledge Dimension
    Aligning Objectives with Engaging Activities
    8
    http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
  • Ends vs. Means
    Aligning Objectives with Engaging Activities
    9
  • 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
  • Objectives x Treatments Matrix
    Aligning Objectives with Engaging Activities
    11
  • Factual Understanding
    Define key terms
    Aligning Objectives with Engaging Activities
    12
    find an object or concept
  • Factual Remembering
    Identify incidents
    Aligning Objectives with Engaging Activities
    13
    select an object or concept
  • Metacognitive Remembering
    Identify early warning signs
    Aligning Objectives with Engaging Activities
    14
    differentiate between objects or concepts
  • Interactivity in eLearning
    Aligning Objectives with Engaging Activities
    15
  • Context
    Aligning Objectives with Engaging Activities
    16
  • Challenge
    Aligning Objectives with Engaging Activities
    17
  • Activity
    Aligning Objectives with Engaging Activities
    18
  • Feedback
    Aligning Objectives with Engaging Activities
    19
  • 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