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from Educators' eZine Introduction and Background: Bloom's Taxonomy Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.

The appropriate role of the professoriate has been a topic of ongoing debate in higher education. As different types of educational institutions have emerged, the focus of scholarly pursuits and their relative value to the organization have evolved. This module examines how Boyer's model of scholarship can be used to clarify and balance roles of college faculty. Expanded Definition of Scholarship Boyer (1997) proposed an expanded definition of "scholarship" within the professorate based on four functions that underlie the Profile of a Quality Faculty Member (1.2.4): discovery, integration, application, and teaching. He argues that, within this framework, all forms of scholarship should be recognized and rewarded, and that this will lead to more personalized and flexible criteria for gaining tenure. He feels that, too often faculty members wrestle with conflicting obligations that leave little time to focus on their teaching role. Boyer proposes using "creativity contracts" that emphasize quality teaching and individualized professional development. He recommends that this model be based upon the life patterns of individuals and their passions. The first element of Boyer's model, discovery, is the one most closely aligned with traditional research. Discovery contributes not only to the stock of human knowledge but also to the intellectual climate of a college or university. He stresses that new research contributions are critical to the vitality of the academic environment, and that his model does not diminish the value of discovery scholarship. The second element, integration, focuses on making connections across disciplines. One interprets one's own research so that it is useful beyond one's own disciplinary boundaries and can be integrated into a larger body of knowledge. He stresses that the rapid pace of societal change within a global economy have elevated the importance of this form of scholarship. The third element, appl

ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development. ASKe's work focuses on ways of helping staff and students develop a common understanding of academic standards, and it builds on and promulgates established good practice.

Online Education - Introducing the Microlecture Format by Thomas Most college students would likely concur - fifty minute lectures can be a bit much. With current research indicating that attention spans (measured in minutes) roughly mirror a students age (measured in years), it begs the question as to the rationale behind lectures of such length. teddY-riseDGiven that it is tough to justify the traditional lecture timeframes, it is no surprise to see online educational programs seeking to offer presentations that feature shorter podcasts. But in an astonishing switch, David Shieh of the Chronicle of Higher Education recently took a look at a community college program that features a microlecture format, presentations varying from one to three minutes in length.

welcome to the ADM-HEA website Supporting and developing learning and teaching in art, design, media, history of art and the history of design in higher education

Scholarship of Teaching and Learning (SoTL) - What is it?\n\nIntroduction\n\nIn this section, we offer both a brief definition of SoTL (SoTL in brief), as well as a much more detailed and scholarly discussion of the history and different conceptions of SoTL (starting with Conceptions of Scholarship and SoTL, and progressing through the subsequent sections).\n\nThe aims of this section are:\n\n * to inform the reader of the different conceptions of scholarship in general and the scholarship of teaching and learning (SoTL) in particular, and to highlight any interesting points and controversies;\n * to encourage the readers' own consideration of what scholarship, and in particular SoTL, might be; and,\n * to provide a working definition for the purposes of this web resource. \n\nThus, this section includes a brief review of the work of leading academics regarding scholarship and SoTL, as well as links to relevant articles etc., to allow readers to become familiar with several different currently-merited conceptions, and so provoke thought on the matter. The sections titled In Depth are optional extras for those who are interested in more of the intricacies in the debate about SoTL.\n\nNote - although SoTL is our preferred term here, some authors have referred to is simply as the scholarship of teaching (hence, SoT), thus when considering a particular author's work, we shall refer to the concept with the same terminology as used by each author.

Revisiting "A Vision of Students Today"\n\nOct 21st, 2008 by Prof Wesch\n\n(originally published on Britannica Blog)\n\nIn spring 2007 I invited the 200 students enrolled in the "small" version of my "Introduction to Cultural Anthropology" class to tell the world what they think of their education by helping me write a script for a video to be posted on YouTube. The result was the disheartening portrayal of disengagement you see below. The video was viewed over one million times in its first month and was the most blogged about video in the blogosphere for several weeks, eliciting thousands of comments. With rare exception, educators around the world expressed the sad sense of profound identification with the scene, sparking a wide-ranging debate about the roles and responsibilities of teachers, students, and technology in the classroom.

Predictably Irrational When we make decisions we think we're in control, making rational choices. But are we? Entertaining and surprising, Ariely unmasks the subtle but powerful tricks that our minds play on us.

Videos. Interview recordings. Documents. Photos. Media clips. Music. Podcasts. Whatever your materials, whatever your project, whatever your background - NVivo 8's superior technology lets you explore, analyze and glean insight from your information like never before. If you need to handle very rich information, where deep levels of analysis on both small and large volumes of data are required, NVivo 8 is your solution. It removes many of the manual tasks associated with analysis, like classifying, sorting and arranging information, so you have more time to explore trends, build and test theories and ultimately arrive at answers to questions.

Digital Research Tools (DiRT)\n\n \n\nThis wiki collects information about tools and resources that can help scholars (particularly in the humanities and social sciences) conduct research more efficiently or creatively. Whether you need software to help you manage citations, author a multimedia work, or analyze texts, Digital Research Tools will help you find what you're looking for. We provide a directory of tools organized by research activity, as well as reviews of select tools in which we not only describe the tool's features, but also explore how it might be employed most effectively by researchers.\n\n

Frustrated With Corporate Course-Management Systems, Some Professors Go 'Edupunk' A group of tech-savvy professors are claiming punk music as inspiration for their approach to teaching. They call their approach Edupunk. Punk rock was a rebellion against the clean, predictable sound of popular music and it also encouraged a do-it-yourself attitude. Edupunk seems to be a reaction against the rise of course-managements systems, which offer cookie-cutter tools that can make every course Web site look the same.

There are growing expectations among college students to be able to access and manage their course materials over the World Wide Web. In its early days, faculty would create web pages by hand for posting this information. As Internet technologies and access have matured over the past decade, course and learning management systems such as Blackboard and Web CT have become the norm for distributing such materials. In today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for disseminating course information. Because of a wiki's collaborative nature, its use also allows students to participate in the process of course management, information sharing, and content creation. Using examples from an information technology classroom, this paper describes several ways to structure and use a wiki as a course management tool, and shares results of a student survey on the effectiveness of such an approach on student learning.\n\nKeywords: Wiki, Course Management, Collaboration, Web 2.0, Content Creation, Student Learning.

Book Cover\nabout THE BOOK\nThe first generation of "Digital Natives" - children who were born into and raised in the digital world - are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture and even the shape of our family life will be forever transformed. But who are these Digital Natives? More

How to Teach These pages are complementary to the theory pages on Learning, which address various �why?� questions about learning. These address �how?� questions about teaching (teaching adults, that is). I suspect they will be consulted more than the others. (You can switch between the two parts of the site by clicking on the appropriate part of the logo in the top left-hand corner) I feel a bit presumptuous writing all this, because although I have been teaching for almost 35 years, man and boy (literally, because in that distant past I had my own primary-school class, as a temporary unqualified teacher, in what is now called the �gap year� before I went to university � poor souls, I wonder what became of them), I have not cracked it yet. I still have lousy classes, without understanding quite why. Going by the results of my evaluation questionnaires, my students think I have even more of them than I do!

Omnium - Online Creative and Education Communities\n\nOmnium is a research group of artists, designers, programmers, writers and academics who work collaboratively (and from different countries) to explore the potential the Internet allows for what we term - online collaborative creativity (OCC). Our activities are split into four main areas:

The entire ontology (manifested beliefs about teaching and learning) of higher education is misconceived: It does not fit with the proven realities of learning, and does not fit at all with the new nature of knowledge construction in a Web 2.0 world. The education establishment needs to say goodbye to pedagogy and hello to andragogy to create a better fit. Here's the difference:\n\nIn pedagogy, the concern is with transmitting the content, while in andragogy, the concern is with facilitating the acquisition of the content.\n\nThere is little doubt that the most dominant form of instruction in Europe and America is pedagogy, or what some people refer to as didactic, traditional, or teacher-directed approaches. A competing idea in terms of instructing adult learners [including first-year college students], and one that gathered momentum within the past three decades, has been dubbed andragogy. [http://www-distance.syr.edu/andraggy.html]\n

Enhancing Learning through Technology (ELT) We are increasingly aware of how technology can enhance the student learning experience. Our work with institutions indicates a shift towards an overarching approach which uses technology to enhance core activities, e.g. using technology in assessment to improve feedback to students. This shift has been taking place within institutions over the past few years since the release of the original 2005 HEFCE e-learning Strategy, as reflected in the Welsh HEFCW (Higher Education Funding Council for Wales) Enhancement of Learning Strategy. More recently, on 26th March 2009 HEFCE released their Enhancing Learning and Teaching through Technology (ELTT) Policy Statement. This Policy Statement includes an Implementation Framework to support our stakeholder institutions for the development of their own L&T strategies - this Framework was developed through evidence collected from a range of Academy and JISC programmes. To reflect this emphasis, and in line with our remit to support the student learning experience, the Academy has developed an Enhancement of Learning through Technology (ELT) programme. We are in the process of developing this website to reflect this shift and to map our menu structure onto the HEFCE Implementation Framework, i.e. to support institutions on the interpretation of the Framework - to be completed by mid June 09 (JISC are undertaking a similar exercise). We are also developing an additional resource through EvidenceNet. Currently, to support institutions and in collaboration with the JISC we have developed a joint search tool, as below - Academy resources can also be accessed using the menu on the left.