During my first education courses, I remember memorizing the original levels of Bloom’s taxonomy. I struggled to find a way to help me memorize the levels of Bloom’s while staring at the pyramid structure. Now, as I reflect on the Digital Bloom’s, I wonder about its usefulness. Does it have too much information? Does not
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Incorporating video in your instruction can have its rewards and challenges. When utilized properly, videos can assist the learning process. According to Alessi & Trollip (2001), video is becoming popular in interactive multimedia. You can create videos to demonstrate or model a procedure, interview an expert, provide visual activity, and present plays. Videos can be
Many instructional arrangements seem “contrived,” but there is nothing wrong with that. It is the teacher’s function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student’s life. — B.F. Skinner (http://www.ntlf.com/html/lib/quotes.htm) I feel
A couple of days ago, I offered up a post on knowledge management and an example of why we should be doing it. Today, I’d like to suggest why you should do KM? Let’s examine a few reasons to manage knowledge in your organization: 1. Personnel independence Organizations are at the risk of “corporate memory
As an intern working on the annotation of a species’ genome, I realized that the amount of invaluable knowledge being generated by such a project was colossal. The knowledge obtained from this species’ annotation could be used in other related genomes and sometimes in drug discovery as well. However, there was no structured way for
Understanding and utilizing Subject Matter Experts (SME) is vital to the creation of online instruction. SMEs are valuable informants for task analyses, and their experience can provide teams with the necessary domain knowledge to assist in the instructional process, as well as assemble and organize the content (Alessi & Trollip, 2001). Although the SME is
After reading Siemens’ “Questions I’m no Longer Asking,” I spent the next week pondering my own questions from the entrance of my instructional design and technology program. For example, walking into class the first night, I was looking for the girl named ADDIE. (Obviously, I didn’t find her.) Since then, I have found answers to
Rapid eLearning is a term used to denote short development times of online instruction with limited resources versus traditional instructional design approaches involving lengthy periods of time and large amounts of money (De Vries & Bersin, 2004). Another important distinction between the two is that rapid eLearning is oftentimes developed by the Subject Matter Experts
On March 9, Memphis Mayor A C Wharton announced via Twitter that Memphis was filing an application for Google Fiber for Communities. This initial tweet was followed with a post on the mayor’s blog From the Mayor’s Desk. In his blog post, Wharton asks you to “Imagine a promising inner-city 7th-grader collaborating with classmates around the world while watching a live university lecture.” Wharton is asking his readers to imagine e-learning in our K-12 classrooms. This call to imagine e-learning in Memphis classrooms comes less than a week after the US Department of Education’s Office of Educational Technology released a draft of their National Educational Technology Plan 2010 titled “Transforming American Education: Learning Powered by Technology“. This plan calls for readers to embrace the use of e-learning as the catalyst that will propel our schools through the 21st century. With this political focus being put on e-learning, let’s explore how this will look in the K-12 classroom. First we will define e-learning, next we will look at a few of its benefits, then we will note a few barriers to its implementation.
As I reminisce on my undergraduate Education Psychology course and graduate courses that promoted the need for incorporating constructivist practices in the classroom to “prove” you are a student-centered educator, I often contemplated the effectiveness of the constructivist teacher in the classroom. Before revealing my perspective, let’s identify some key points related to constructivism.
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