Grounding Online Course Design in Bloom’s Revised Taxonomy
Kathryn Dirkin, Central Michigan Unversity, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In online course development the structures of the technologies we use can facilitate the compartmentalization of learning. You have your discussion forums over in one location and your content in another. The experience of education can get lost in the fragmentation. In this presentation I will share an approach to course design that, while utilizing a variety of tools, still engenders a cohesive experience that supports students’ understanding of the content at the upper levels of Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001). More specifically, the purposeful selection of tools that best support collaborative knowledge building, the sharing of personal connections from the field, and the application of core course ideas can create a course that provides a deep and grounded understanding of the content.
Dirkin, K. (2013). Grounding Online Course Design in Bloom’s Revised Taxonomy. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 176-178). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/111951/.
© 2013 Association for the Advancement of Computing in Education (AACE)
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