digitalbloomstaxonomy’ digital blooms.pdf · idp!in!educaonal!technology,!iit!bombay!...

ì IDP in Educa,onal Technology, IIT Bombay

This presenta,on is released under Crea,ve Commons-‐A@ribu,on 4.0 License. You are free to use, distribute and modify it , including for commercial purposes, provided you acknowledge the source.

Digital Blooms Taxonomy Day 2 Session:AM 2

This presenta,on is released under Crea,ve Commons-‐A@ribu,on 4.0 License. You are free to use, distribute and modify it , including for commercial purposes, provided you acknowledge the source.

Pedagogy for Effective Use of ICT

in Engineering Education

Jan 5 – Jan 31, 2015IIT BOMBAY

IDP in Educa,onal Technology, IIT Bombay

Session Objectives

ì  At the end of this session, par,cipant will be able to ì  Iden,fy a list of digital tools that are useful for

students inside and outside class ì  Apply a Digital Taxonomy to map learning

outcomes to use of prescribed digital tools.

Released under: Crea6ve Commons-‐A:ribu6on by Share Alike 4.0 license 2


Scenario – CLASSROOM A

ì  Teaching Style – Stand and Deliver (Instruc,onal)

ì  Learning Style – Auditory, Read/Write

ì  Student Involvement – Passive (Informa,on Acquisi,on – Told about content and processes)

ì  Technology Use – Literacy (Learning about technology) or Augmenta,ve (Teaching with Technology)



Scenario – CLASSROOM B

ì  Teaching Style – Project and Problem based, (Construc,onist)

ì  Learning Style – Mul,ple Learning Styles and Mul,ple Intelligences

ì  Student Involvement – Ac,ve (Construct Content, Develop and evaluate process)

ì  Technology Use – Transforma,ve (Learning through Technology)


ACTIVITY TIME:


1 Minute

A-‐VIEW POLL Ques6on: Recall the characteris,cs of Classroom A and Classroom B . According to you, which classroom is more useful for student learning?

1.  Classroom A

2.  Classroom B

3.  Both are equally good.

Par,cpants: Vote on your op,on within your centre RCC: Convey the majority op,on via A-‐View Poll

ACTIVITY TIME:


5 Minutes

DEBATE Instruc,on to RCC Make 2 groups A and B

Instruc,on to Par,cipants Those in group A should list points why Classroom A is be@er. Those in group B should list points why Classroom B is be@er

Instruc,on to RCC Convey 2 main points in favour of both classroom A and B -‐ Through A-‐View Chat


Limitations of Classroom A

ì  Teacher Centric

ì  Content-‐Oriented

ì  Assessment Focused

ì  Predominantly Lower-‐order Thinking

ì  Time-‐tabled Learning + Homework



Benefits of Classroom B

ì  Student Centric

ì  Learning Focus – Process oriented with embedded content

ì  Higher order Thinking Skills

ì  Anywhere any,me Learning through transforma,ve use of technology




Switching FROM

Classroom A(Tradi,onal) à Classroom B(21st Century Classroom)

Switching TO

21st Century Teaching à Students using digital tools


21st Century Learner

ì  Mul,ple mul,media sources

ì  Parallel processing& Mul, tasking

ì  Picture, Video & Sound >>>> Text

ì  “Network”ed with many

ì  Comfortable in Virtual and Real spaces

ì  Learning is relevant, instantly useful and fun



Digital Learning Tools

ì  Technologies that support 21st century Learning

ì  Support Processes and ac,ons with technologies

ì  Contain cogni,ve elements as well as methods and tooling

ì  Facilitate crea,on, communica,on and collabora,on within and outside classroom



Recall Revised Bloom’s Taxonomy

HIGHER ORDER THINKING SKILLS CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

LOWER ORDER THINKING SKILLS Released under: Crea6ve Commons-‐A:ribu6on by Share Alike 4.0 license 12


DIGITAL Bloom’s Taxonomy

HIGHER ORDER LEARNING ACTIVITY CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

LOWER ORDER LEARNING ACTIVITY Released under: Crea6ve Commons-‐A:ribu6on by Share Alike 4.0 license 13


DIGITAL Bloom’s Taxonomy Higher Order Thinking Skill Learning Ac6vity

Crea,ng Designing, construc,ng, planning, producing, inven,ng, devising, making

Evalua,ng Checking, hypothesizing, cri,quing, experimen,ng, judging, tes,ng, detec,ng, monitoring

Analyzing Comparing, organizing, deconstruc,ng, a@ribu,ng, outlining, finding, structuring, integra,ng

Applying Implemen,ng, carrying out, using, execu,ng

Understanding Interpre,ng, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

Remembering Recognizing, lis,ng, describing, iden,fying, retrieving, naming, loca,ng, finding

Lower Order Thinking Skill Learning Ac,vity Released under: Crea6ve Commons-‐A:ribu6on by Share Alike 4.0 license 14



REMEMBERING

Source: h@p://www.imagequiz.co.uk/quizzes/33001



REMEMBERING

Source: h@p://www.imagequiz.co.uk/quizzes/33001

Technology Tool – Labelled Image

Learning Ac,vity – Lis,ng/Iden,fying parts

ACTIVITY TIME:


30 seconds

Match the following

Match Learning ac,vity at Remember Level in

Digital Bloom’s Taxonomy and its Technology Tool

1. Powerpoint A. Searching

2. OneNote B. Bullet Poin,ng

3. Delicious C. Notetaking

4. Google D. Bookmarking

ACTIVITY TIME:


30 seconds

Check your Answer

Match Learning ac,vity at Remember Level in

Digital Bloom’s Taxonomy and its Technology Tool

1. Powerpoint B. Bullet Poin,ng

2. OneNote C. Notetaking

3. Delicious D. Bookmarking

4. Google A. Searching



Learning Outcome Technology Tools and Methods

Remembering: Bullet poin,ng Highligh,ng Bookmarking Searching Note-‐taking

•  Bullet Poin6ng: Powerpoint, mindmap, flashcards, glossary

•  Highligh6ng: Word Processor, PDF document

•  Bookmarking: Diigo, Delicious, Citeulike

•  Searching: Google, Bing, Yahoo, meta searches (Dogpile, WebCrawler)

•  Note-‐taking: Evernote, Google Keep, Quip, OneNote, Springpad, Simplenote



UNDERSTANDING

Remember the video



UNDERSTANDING

Technology Tool – Video

Learning Ac,vity – Explaining Content




Understanding

Advanced Search Blogging Commen,ng Annota,ng Subscribing

Advanced searches: Google (boolean searches) Blogging: Blogger, WordPress. Tumblr Commen6ng: Twi@er, MSWord, no,ceboards, forums, threaded discussions Annota6ng: Adobe Acrobat Reader, Zotero, Mendeley, Ink2Go Subscribing: RSS feeds, News Aggregators (Bloglines)

ACTIVITY TIME:


BRAIN RACE

30 seconds

You saw examples of Technology tool and Learning ac,vity at Understanding level. Given the following learning ac,vi,es, think of tools that you know can facilitate understanding level 1.  Summarizing 2.  Classifying, 3.  Comparing

RCC – Share 2 tools for each purpose from your centre



APPLYING



APPLYING

Technology Tool – Excel

Learning Ac,vity – Calcula,on and Representa,on

E.g.: Give an excel sheet to student having pre-‐wri@en formulas. Student enters data into it to see the analysis and representa,ons.

ACTIVITY TIME:


3 Minutes

THINK-‐PAIR

1.  Think Individually about a technology tool that you can use in the course at applying level learning ac,vity (1 minute)

2.  Share with a peer your tool and learning ac,vity and get their feedback




Applying Running Loading Opera,ng Playing Hacking Uploading Sharing Edi,ng

Running, Loading, Opera6ng: Installing programs, opera,ng systems Playing: Visualisa,ons, simula,ons, Second Life Hacking: Armitage, Wifite, Social Engineering Toolkit Uploading and Sharing: Google Drive, DropBox, SugarSync Edi6ng: MSWord, PhotoShop, Pixlr, LibreOffice Writer



ANALYZING



ANALYZING

Technology Tool – PhET Simula,on Games

Learning Ac,vity – Finding and Integra,ng




Analyzing Mashing Surveying Linking Tagging Reverse-‐ engineering

Mashing: Google Maps, Google Earth Surveying: Google Forms, Survey Monkey Linking: Databases (MySQL, Access, Base), Spreadsheets (Excel, Calc), CMap Tagging: Evernotes, Tabbles Reverse engineering: Boomerang, Jad, OllyDbg

ACTIVITY TIME:


5 minutes

THINK-‐PAIR-‐SHARE

1.  Think Individually about a technology tool that you can use in the course at analyzing level learning ac,vity (1 minute)

ACTIVITY TIME:


5 minutes



2.  Pair with a neighbour and share your choice of tool and descrip,on about learning ac,vity (3 minute)

ACTIVITY TIME:


5 minutes




3.  Share it within your remote centre

RCC-‐ Shares 2 answers via A-‐View Chat



EVALUATING



EVALUATING

Technology Tool – MS Word

Learning Ac,vity – Reviewing

E.g.: Reviewing an assignment report




Evalua6ng Commen,ng Reviewing Pos,ng Modera,ng Networking Refactoring Tes,ng

Commen6ng and Pos6ng: Blogspot, Facebook, Moodle forum Reviewing: MSWord, Review Board, Collaborator Modera6ng: Moodle forum Networking: Email list, LinkedIn, Facebook Refactoring: Eclipse, SharpDevelop, CodeRush Xpress Tes6ng: Wireshark, Snort, Metasploit



CREATING



CREATING

Technology Tool – Wiki

Learning Ac,vity – Porpolio Crea,on




Crea6ng Programming Filming Anima,ng Blogging Wiki-‐ing Publishing Video cas,ng Podcas,ng Modeling

Programming: Scratch, Alice, Visual Studio, Lego Mindstorm Filming & Anima6ng: Movie maker, Animoto, Pencil Blooging & Wikis: Blogger, Moodle wikis, Wikispaces Publishing: Word, OO Writer, Mixbook, Porpoliobox Videocast, Podcast: VoiceThread, Skype, Elluminate Modeling: Sketchup, Blender

ACTIVITY TIME:


5 minutes


1.  Think Individually about a technology tool that you can use in the course at crea,ng level learning ac,vity (1 minute)

ACTIVITY TIME:


5 minutes




3.  Share it within your remote centre

RCC-‐ Shares 2 answers via A-‐View Chat


RECOMMENDATIONS

ì  Tie the use of the tool to specific learning content and outcome.

ì  Give students an opportunity to first gain exposure to the tool before the assignment.

ì  Provide help manuals and tutorials on using the tool.

ì  Provide mechanisms for students to get feedback from peers, teaching assistants, and lecturer.



SUMMARY

ì  Digital tools are useful for students to use in and out of class to create, communicate, and collaborate.

ì  Bloom’s Revised Digital Taxonomy allows us to map learning outcomes to the use of digital tools.


digitalbloomstaxonomy’ digital blooms.pdf · idp!in!educaonal!technology,!iit!bombay!...

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