Group items tagged

Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making

Bloom's Revised Taxonomy

the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.

In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.

problem of almost all modern learning is the lecture, a noninteractive way of learning

, on a moment-to-moment basis, just what the student knows and just what learning problems are occurring

It begins immediately with a question, with no preceding text.

experience the joy of discovery.

tutorial approach to learning makes it possible for everyone to learn.

critical factor is that we can react to individual student problems

key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.

goal is for everyone to learn everything to the mastery level, grades will no longer be useful

A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.

In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.

highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.

mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.

existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.

Bertrand Ibrahim at the University of Geneva,

omputer stores much of the information as the students progress through the material.

Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.

High costs of development can lead to low costs per student, if many students use the material.

$30,000 per student-hour of high-quality learning material

highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students

The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.

Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.