The document presents a revised taxonomy for learning objectives based on Bloom's Taxonomy. It describes two dimensions - the cognitive process dimension involving higher and lower order thinking skills, and the knowledge dimension ranging from concrete to abstract knowledge. The cognitive process dimension includes six categories (remember, understand, apply, analyze, evaluate, create) along with specific cognitive processes within each category. The knowledge dimension includes four types of knowledge (factual, conceptual, procedural, metacognitive). Learning objectives involve a cognitive process verb paired with a knowledge object or noun. The taxonomy provides a framework for determining clear learning objectives involving different cognitive and knowledge requirements.
Metodología CRISP-DM para la evaluación de modelos predictivos del rendimient...Jairo Acosta Solano
El presente proyecto tiene como finalidad la evaluación de varios modelos de aprendizaje automático bajo la metodología CRISP-DM con el fin de determinar, a través de sus métricas, el mejor modelo para realizar la predicción del rendimiento de los estudiantes de educación media de la región Caribe colombiana en la prueba Saber 11º, a la vez propone una nueva metodología de evaluación de los resultados de la prueba por regiones con el fin de tener en cuenta las particularidades socioeconómicas de cada una de ellas. Se toma como base la metodología CRISP-DM debido a su madurez, esta metodología permite la extracción de conocimiento del negocio y de los datos, ofrece una guía para la preparación de los datos, el modelado y la validación de los modelos; se espera que la metodología propuesta sea implementada por el Instituto Colombiano para el Fomento de la Educación Superior (ICFES), las secretarías departamentales de educación y las instituciones educativas. Se utilizaron una variedad de técnicas y herramientas para desarrollar los procesos ETL para obtener un conjunto de datos con los atributos más relevantes, con el fin de evaluar cuatro modelos de aprendizaje automático desarrollados con los algoritmos J48 (C4.5), LMT, PART y Multilayer Perceptron; obteniendo que el mejor conjunto de datos y el mejor modelo de aprendizaje se obtiene utilizando el método de selección de atributos InfoGain y el algoritmo de árboles de decisión LMT, respectivamente. El modelo fue puesto a prueba con un nuevo conjunto de datos, obteniendo un error cuadrático medio de 0.25 muy acorde con las métricas de validación del mismo. Por lo tanto, este proyecto facilitará a los actores del Sistema Nacional de Educación la toma de decisiones en beneficio de los estudiantes y la calidad de la educación del país, en especial de la región Caribe.
DIRIGIDO A:
Profesionales que se desempeñan en las áreas de planeación estratégica, mercadeo, comercial, producción, gestión de clientes y estudiantes de últimos semestres de carreras profesionales de
Administración, Ingeniería Industrial, Mercadeo y afines
que tengan interés en desarrollar competencias en el análisis de los datos a través de herramientas estadísticas y de minería de datos que permitan aprovechar las tecnologías y herramientas de Big Data, para la toma de decisiones e identificar nuevas oportunidades de negocio y de mercados.
*El aspirante debe tener conocimientos básicos en estadística y uso de tecnologías de información.
Tomado del curso Introducción a la escritura científica: retos y potencialidades del entorno digital - http://hub11.ecolearning.eu/course/introduccion-a-la-escritura-cientifica-retos/
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. A Model of Learning Objectives
based on
A Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational Objectives
Among other modi�ications, Anderson and Krathwohl’s (2001) revision of the original Bloom’s taxonomy (Bloom & Krathwohl, 1956)
rede�ines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document
offers a three-dimensional representation of the revised taxonomy of the cognitive domain.
Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions between categories are
not always clear-cut. For example, all procedural knowledge is not necessarily more abstract than all conceptual knowledge; and an
objective that involves analyzing or evaluating may require thinking skills that are no less complex than one that involves creating. It is
generally understood, nonetheless, that lower order thinking skills are subsumed by, and provide the foundation for higher order
thinking skills.
The Knowledge Dimension classi�ies four types of knowledge that learners may be expected to acquire or construct—
ranging from concrete to abstract (Table 1).
Table 1. The Knowledge Dimension – major types and subtypes
concrete knowledge abstract knowledge
factual conceptual procedural metacognitive*
knowledge of terminology knowledge of classifications and knowledge of subject-specific strategic knowledge
categories skills and algorithms
knowledge of specific details and knowledge about cognitive tasks,
elements knowledge of principles and knowledge of subject-specific including appropriate contextual
generalizations techniques and methods and conditional knowledge
knowledge of theories, models, knowledge of criteria for self-knowledge
and structures determining when to use
appropriate procedures
(Table 1 adapted from Anderson and Krathwohl, 2001, p. 46.)
*Metacognitive knowledge is a special case. In this model, “metacognitive knowledge is knowledge of [one’s own]
cognition and about oneself in relation to various subject matters . . . ” (Anderson and Krathwohl, 2001, p. 44).
2. This taxonomy provides a framework for determining and clarifying learning objectives.
Learning activities often involve both lower order and higher order thinking skills as well as a mix of concrete and abstract knowledge.
The Cognitive Process Dimension represents a continuum of increasing cognitive complexity—from lower order
thinking skills to higher order thinking skills. Anderson and Krathwohl (2001) identify nineteen speci�ic cognitive processes that further
clarify the scope of the six categories (Table 2).
Table 2. The Cognitive Processes dimension — categories & cognitive processes and alternative names
lower order thinking skills higher order thinking skills
remember understand apply analyze evaluate create
recognizing interpreting executing differentiating checking generating
• identifying • clarifying • carrying out • discriminating • coordinating • hypothesizing
recalling • paraphrasing implementing • distinguishing • detecting planning
• retrieving • representing • using • focusing • monitoring • designing
• translating • selecting • testing producing
exemplifying organizing critiquing • constructing
• illustrating • finding coherence • judging
• instantiating • integrating
classifying • outlining
• categorizing • parsing
• subsuming • structuring
summarizing attributing
• abstracting • deconstructing
• generalizing
inferring
• concluding
• extrapolating
• interpolating
• predicting
comparing
• contrasting
• mapping
• matching
explaining
• constructing models
(Table 2 adapted from Anderson and Krathwohl, 2001, pp. 67–68.)
3. A statement of a learning objective contains a verb (an action) and an object (usually a noun).
• The verb generally refers to [actions associated with] the intended cognitive process.
• The object generally describes the knowledge students are expected to acquire
or construct. (Anderson and Krathwohl, 2001, pp. 4–5)
In this model, each of the colored blocks shows an example of a
Create
an innovative learning
learning objective that generally corresponds with each of the various
portfolio.
combinations of the cognitive process and knowledge dimensions.
Reflect Design
on one’s an efficient project
progress. workflow.
Remember: these are learning objectives—not learning activities.
Deconstruct Judge Assemble
It may be useful to think of preceding each objective
one’s biases. efficiency of sampling a team of
techniques. experts.
with something like: “Students will be able to . . .”
Use
techniques that match Integrate Determine
compliance with Generate
one’s strengths. relevance of a log of daily
regulations. results. activities.
*Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.),
Predict
Carry out
Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,
one’s response to Differentiate Check
culture shock. pH tests of water
Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001).
high and low for consistency among
samples. culture. sources.
Identify Clarify
A taxonomy for learning, teaching, and strategies for retaining Provide Select
Educational Objectives (Complete edition).
assembly
assessing: A revision of Bloom's Taxonomy of information. advice to the most complete list
New York: Longman.
instructions.
novices. of activities.
Recall Classify
how to perform Respond
adhesives by to frequently asked
CPR. toxicity. questions.
Recognize Summarize
symptoms of features of a new
exhaustion. product.
List
primary and secondary
colors.
Model created by: Rex Heer
Iowa State University
Center for Excellence in Learning and Teaching
Updated January, 2012
Licensed under a Creative Commons Attribution-
For additional resources, see:
NonCommercial-ShareAlike 3.0 Unported License.
www.celt.iastate.edu/teaching/RevisedBlooms1.html