college of western idaho<br />theory and the online classroom <br />
Theory in the classroom<br />
Where we need theory<br />The course objectives/what we want students to be able to do independently by the end of our cla...
Zone of Proximal Development<br />The course objectives/what we want students to be able to do independently by the end of...
Adding Bloom’s Taxonomy<br />The course objectives/what we want students to be able to do independently by the end of our ...
Bloom’s Taxonomy<br />Higher order thinking skills<br />Lower order thinking skills<br />Bloom’s Taxonomy Revised from htt...
Remembering<br />
Understanding<br />
Applying<br />
Analyzing<br />
Evaluating<br />
Creating<br />
Climbing the Pyramid<br />
An example of the climb: The Gutenberg Printing Press<br />Creating<br />Student takes hypothesis and complex understandin...
Scaffolding<br />Creating<br />Student takes understanding that new media has heavily impacted civilization and begin maki...
Scaffolding<br />The course objectives/what we want students to be able to do independently by the end of our class or les...
Scaffolding in an online course<br />Content<br />Online Tools<br />
Remembering Online<br />
Understanding Online<br />
Applying Online<br />
Analyzing Online<br />
Evaluating Online<br />
Creating Online<br />
A well calculated approach<br />
Further Resources<br />Zone of Proximal Development: <br />http://sites.wiki.ubc.ca/etec510/Vygotsky%27s_Zone_of_Proximal_...
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Theoretical consideration in online course design with narration

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Theoretical consideration in online course design with narration

  1. 1. college of western idaho<br />theory and the online classroom <br />
  2. 2. Theory in the classroom<br />
  3. 3. Where we need theory<br />The course objectives/what we want students to be able to do independently by the end of our class or lesson<br />?<br />What students can currently do without assistance<br />
  4. 4. Zone of Proximal Development<br />The course objectives/what we want students to be able to do independently by the end of our class or lesson<br />Zone of Proximal Development<br />where learning happens<br />What students can currently do without assistance<br />
  5. 5. Adding Bloom’s Taxonomy<br />The course objectives/what we want students to be able to do independently by the end of our class or lesson<br />What students can currently do without assistance<br />Bloom’s Taxonomy<br />
  6. 6. Bloom’s Taxonomy<br />Higher order thinking skills<br />Lower order thinking skills<br />Bloom’s Taxonomy Revised from http://www.bio.unc.edu/courses/2011Spring/Biol202/<br />
  7. 7. Remembering<br />
  8. 8. Understanding<br />
  9. 9. Applying<br />
  10. 10. Analyzing<br />
  11. 11. Evaluating<br />
  12. 12. Creating<br />
  13. 13. Climbing the Pyramid<br />
  14. 14. An example of the climb: The Gutenberg Printing Press<br />Creating<br />Student takes hypothesis and complex understanding of new media and its impact on culture and creates product communicating these ideas.<br />Evaluating<br />Student takes understanding that new media has heavily impacted civilization and begin making hypotheses about how currently emerging technologies may impact our future.<br />Analyzing<br />Student starts to question and investigate how the printing press’ impact is related to other development in media.<br />Applying<br />Student knows literacy increases in the 16th and 17th centuries is able to connect this increase to the invention and distribution of the printing press. <br />Understanding<br />Student understands that this invention is important because it changes how easily information could be spread and controlled.<br />Remembering<br />Student memorizes that Gutenberg invented the printing press c. 1440 in the Holy Roman Empire. <br />
  15. 15. Scaffolding<br />Creating<br />Student takes understanding that new media has heavily impacted civilization and begin making hypotheses about how currently emerging technologies may impact our future.<br />Remembering<br />Student memorizes that Guttenberg invented the printing press <br />c. 1440 in the Holy Roman Empire. <br />
  16. 16. Scaffolding<br />The course objectives/what we want students to be able to do independently by the end of our class or lesson<br />What students can currently do without assistance<br />Where scaffolding <br />is needed<br />
  17. 17. Scaffolding in an online course<br />Content<br />Online Tools<br />
  18. 18. Remembering Online<br />
  19. 19. Understanding Online<br />
  20. 20. Applying Online<br />
  21. 21. Analyzing Online<br />
  22. 22. Evaluating Online<br />
  23. 23. Creating Online<br />
  24. 24. A well calculated approach<br />
  25. 25. Further Resources<br />Zone of Proximal Development: <br />http://sites.wiki.ubc.ca/etec510/Vygotsky%27s_Zone_of_Proximal_Development<br />http://www.learnnc.org/lp/pages/5075<br />Bloom’s Taxonomy:<br />http://www.myatp.org/Synergy_1/Syn_9.pdf<br />http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html<br />Bloom’s Digital Taxonomy:<br />http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy <br />http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools<br />Scaffolding: <br />http://condor.admin.ccny.cuny.edu/~group4/<br />http://serc.carleton.edu/NAGTWorkshops/webdesign/Scaffolding/<br />

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