Bloom’s Taxonomy

This chart contains examples of cognitive activities, expressed as verbs (e.g., list, classify, describe, explain, judge, design) that are associated with the different categories.

To assist you in writing learning objectives, Bloom's Taxonomy of Educational Objectives provides some useful verbs to write objectives for different levels of learning.

Recommended Practice

Bloom's Taxonomy for Levels of Learning (Cognitive Domain)

remember

understand

apply

Bloom's Taxonomy was developed on the premise that there are six levels of cognitive learning. All of these levels together represent a hierarchy. In order to reach the next level, you must master the previous level.

Bloom's Taxonomy can be used in virtually all parts of the online learning process, from writing course content to coming up with topics for online discussions. The University of Virginia's OnlineLearn resource recommends that teachers of online courses spend a block of time each day monitoring class forums to evaluate the effectiveness of current online discussions (http://onlinelearn.edschool.virginia.edu). They can then add discussion questions that will nudge students to think on a higher level of Bloom's Taxonomy.

Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”

table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.

Agency and activity are required to thrive in a semi-autonomous learning environment mainly distributed on the Cloud, outside the scope of institutional educational support. It was clear from the research that learners have their own ideas on what type of activities would suit them, their life styles and their confidence levels, and the majority chose to be involved in aggregating, ‘remixing’ and sharing of information, without getting involved in the creative production stage. However, the majority of participants believed that the creative production of digital artifacts by some learners, and the discussions that followed on the network, inspired them in the development of ideas and in their learning.

it gave people the support they needed to feel comfortable and connected to other participants.

y using micro-blogging tools and discussion forums, inspired and motivated people into creating.

  Certificates have swelled to become the second most common postsecondary award in the U.S.: Over 1 million are awarded each year.

Others will offer MOOCs because it’s an effective way of getting out an important message or to raise awareness about certain topics.

The retention and lurker behavior described above adds another differentiation to the previous list.

haviourist way it lends itself to automation. Shouldn’t the face-to-face class have been doing something different

He talked about a college he advises that argued they couldn’

possible cut their fees for the simple reason that people would deem them to be less-prestigious

“It’s something about the scarcity and the status. In education your value depends on other people failing. Whenever Darwinism is invoked it’s usually a justification for doing something mean. It’s a way to ignore that people are falling through the cracks,

Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone.

by MIT and Harvard that will develop an open-source technology platform to deliver online courses. EdX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences.

An open infrastructure will facilitate research on learning technologies and also enable learning content to be easily portable to other educational platforms that

The implications from MITx could be staggering, I th

motivation

See below for the chart I put together which attempts to clarify the differences between MOOCs, Online Course and traditional f2f courses for college credit.

e wonderful things, but they should not be confused with a higher education.” (Kim, 2012).  With all due respect to Mr. Kim, he’s got it wrong – the point of MOOCs is the dialogue, the interaction the construction of knowledge and re-purposing and ‘feeding forward’. This is where learning lives and breathes.

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Color-code your highlights for different concepts. Mark up questions to ask your professor. Underline key terms and definitions

Add content such as course handouts, lecture notes and your course syllabi directly into NOOK Study. Organize

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