Aligning Objectives with Engaging ActivitiesTonia Dousay<br />Hosted by:<br />The E-Learning Council<br />Texas Department...
Agenda<br />DIR Welcome and Logistical Announcements<br />Joy Hall Bryant<br />E-Learning Council Welcome<br />Joachim Str...
WebConferencing Tool<br />Grab Bar<br />Audio<br />Attendee Control Panel<br />Questions<br />3<br />3<br />Aligning Objec...
E-Learning Councilwww.elearningcouncil.com<br />Mission: Advance E-learning through a community that provides leadership, ...
An unfolding of networks that serve a variety of users – designers, developers, and managers
Flow of shared resources that support E-learning excellence </li></ul>4<br />4<br />Aligning Objectives with Engaging Acti...
Bloom’s Taxonomy<br />Aligning Objectives with Engaging Activities<br />5<br />Block<br />1<br />
Bloom’s Levels<br />Aligning Objectives with Engaging Activities<br />6<br />
Bloom’s Levels<br />Aligning Objectives with Engaging Activities<br />7<br />
The Knowledge Dimension<br />Aligning Objectives with Engaging Activities<br />8<br />http://oregonstate.edu/instruct/cour...
Ends vs. Means<br />Aligning Objectives with Engaging Activities<br />9<br />
eBlooms<br />Aligning Objectives with Engaging Activities<br />10<br />Activities that are simple and require simple recol...
Objectives x Treatments Matrix<br />Aligning Objectives with Engaging Activities<br />11<br />
Factual Understanding<br />Define key terms<br />Aligning Objectives with Engaging Activities<br />12<br />find an object ...
Factual Remembering<br />Identify incidents<br />Aligning Objectives with Engaging Activities<br />13<br />select an objec...
Metacognitive Remembering<br />Identify early warning signs<br />Aligning Objectives with Engaging Activities<br />14<br /...
Interactivity in eLearning<br />Aligning Objectives with Engaging Activities<br />15<br />
Context<br />Aligning Objectives with Engaging Activities<br />16<br />
Challenge<br />Aligning Objectives with Engaging Activities<br />17<br />
Activity<br />Aligning Objectives with Engaging Activities<br />18<br />
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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.

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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

    1. 1. Aligning Objectives with Engaging ActivitiesTonia Dousay<br />Hosted by:<br />The E-Learning Council<br />Texas Department of Information Resources (DIR)<br />
    2. 2. Agenda<br />DIR Welcome and Logistical Announcements<br />Joy Hall Bryant<br />E-Learning Council Welcome<br />Joachim Strenk<br />Educational Presentation<br />Tonia Dousay<br />2<br />2<br />Aligning Objectives with Engaging Activities<br />
    3. 3. WebConferencing Tool<br />Grab Bar<br />Audio<br />Attendee Control Panel<br />Questions<br />3<br />3<br />Aligning Objectives with Engaging Activities<br />
    4. 4. E-Learning Councilwww.elearningcouncil.com<br />Mission: Advance E-learning through a community that provides leadership, best practices and resources in a collaborative environment.<br />Vision: A dynamic network that serves as a clearinghouse of diverse E-learning information and resources.<br />We value:<br /><ul><li>Peer to peer connections and support
    5. 5. An unfolding of networks that serve a variety of users – designers, developers, and managers
    6. 6. Flow of shared resources that support E-learning excellence </li></ul>4<br />4<br />Aligning Objectives with Engaging Activities<br />
    7. 7. Bloom’s Taxonomy<br />Aligning Objectives with Engaging Activities<br />5<br />Block<br />1<br />
    8. 8. Bloom’s Levels<br />Aligning Objectives with Engaging Activities<br />6<br />
    9. 9. Bloom’s Levels<br />Aligning Objectives with Engaging Activities<br />7<br />
    10. 10. The Knowledge Dimension<br />Aligning Objectives with Engaging Activities<br />8<br />http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table<br />
    11. 11. Ends vs. Means<br />Aligning Objectives with Engaging Activities<br />9<br />
    12. 12. eBlooms<br />Aligning Objectives with Engaging Activities<br />10<br />Activities that are simple and require simple recollection<br />Activities that construct meaning from direction<br />Activities that involve a procedure<br />Activities that determine relationships or structure<br />Activities that require judgments or problem solving<br />Activities that build elements or reorganize<br />Select an object or concept<br />find an object or concept<br />identify an object/concept based on given parameters<br />examine a scenario and select an object or concept<br />modify an object or concept to give the desired outcome<br />choose an object or concept based upon a problem scenario<br />Basic elements<br />Knowledge Dimension<br />Cognitive Process Dimension<br />associate or match objects or concepts<br />identify objects or concepts that require sorting based on type<br />build concepts or objects<br />arrange objects or concepts in a sequence based on a scenario<br />identify a connection between two or more objects or concepts<br />establish an order of succession after a set of objects or concepts have been reorganized<br />Interrelationships among elements<br />Remember<br />Understand<br />Apply<br />Analyze<br />Evaluate<br />Create<br />sort objects or labels according to instruction<br />arrange objects in a sequence<br />mix two or more concepts or objects together based on instruction<br />examine a scenario and determine a process solution<br />follow a scenario to determine applicable outcomes<br />work out a resolution to a problem scenario<br />Methods of inquiry or processes<br />Factual<br />identify<br />locate<br />indicate<br />search<br />change<br />select<br />differentiate between objects or concepts<br />use mathematics to solve a problem scenario<br />illustrate by example the given procedure<br />put objects or concepts to use as relevant to instruction<br />evaluate an outcome given the instruction to add two or more concepts together<br />provide a calculated response to a problem scenario<br />Awareness and self direction<br />Conceptual<br />relate<br />classify<br />assemble<br />rank<br />associate<br />sequence<br />Procedural<br />arrange<br />order<br />combine<br />assess<br />practice<br />solve<br />Metacognitive<br />distinguish<br />calculate<br />demonstrate<br />apply<br />incorporate<br />predict<br />http://www.elearningcouncil.com/content/eblooms-taxonomy-e-learning-design<br />
    13. 13. Objectives x Treatments Matrix<br />Aligning Objectives with Engaging Activities<br />11<br />
    14. 14. Factual Understanding<br />Define key terms<br />Aligning Objectives with Engaging Activities<br />12<br />find an object or concept<br />
    15. 15. Factual Remembering<br />Identify incidents<br />Aligning Objectives with Engaging Activities<br />13<br />select an object or concept<br />
    16. 16. Metacognitive Remembering<br />Identify early warning signs<br />Aligning Objectives with Engaging Activities<br />14<br />differentiate between objects or concepts<br />
    17. 17. Interactivity in eLearning<br />Aligning Objectives with Engaging Activities<br />15<br />
    18. 18. Context<br />Aligning Objectives with Engaging Activities<br />16<br />
    19. 19. Challenge<br />Aligning Objectives with Engaging Activities<br />17<br />
    20. 20. Activity<br />Aligning Objectives with Engaging Activities<br />18<br />
    21. 21. Feedback<br />Aligning Objectives with Engaging Activities<br />19<br />
    22. 22. Questions<br />Tonia Dousay<br />tonia@tamu.edu or teedee@uga.edu<br />20<br />Aligning Objectives with Engaging Activities<br />http://www.slideshare.net/ebloomsie/aligning-objectives-with-engaging-activities<br />
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