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Building Blocks of eLearning Aligning Objectives with Engaging Activities Tonia Dousay Hosted by: The E-Learning Council Texas Department of Information Resources (DIR)

Building Blocks of eLearning: Aligning Objectives with Engaging Activities

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Presentation used during the Jun 22, '09 State of Texas DIR/E-Learning Council joint webinar on the Building Blocks of eLearning.

Text of Building Blocks of eLearning: Aligning Objectives with Engaging Activities

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Aligning Objectives with Engaging ActivitiesTonia Dousay

Hosted by:The E-Learning Council

Texas Department of Information Resources (DIR)

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Agenda• DIR Welcome and Logistical Announcements– Joy Hall Bryant

• E-Learning Council Welcome– Joachim Strenk

• Educational Presentation– Tonia Dousay

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WebConferencing Tool

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Grab Bar

Audio

Questions

Attendee Control Panel

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E-Learning Councilwww.elearningcouncil.com

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Mission: Advance E-learning through a community that provides leadership, best practices and resources in a collaborative environment.

Vision: A dynamic network that serves as a clearinghouse of diverse E-learning information and resources.

We value:• Peer to peer connections and support • An unfolding of networks that serve a variety of users – designers,

developers, and managers • Flow of shared resources that support E-learning excellence

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Bloom’s Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Block1

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Bloom’s Levels

• Retrieving, recognizing, and recalling relevant knowledge from memory

Remembering

• Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining

Understanding

• Carrying out or using a procedure through executing, or implementing

Applying

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Bloom’s Levels

• Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing

Analyzing

• Making judgments based on criteria and standards through checking and critiquing

Evaluating

• Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing

Creating

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The Knowledge Dimension

Knowledge Dimension

Cognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create

Factual List Summarize Classify Order Rank Combine

Conceptual Describe Interpret Experiment Explain Assess Plan

Procedural Tabulate Predict Calculate Differentiate Conclude Compose

Meta-Cognitive Use Execute Construct Achieve Action Actualize

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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Ends vs. Means

• Describe intended results, outcomes, and changesObjectives

• Means by which objectives are achievedInstructional

Activities

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eBlooms

http://www.elearningcouncil.com/content/eblooms-taxonomy-e-learning-design

Knowledge Dimension

Cognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create

Factual identify locate indicate search change select

Conceptual relate classify assemble rank associate sequence

Procedural arrange order combine assess practice solve

Metacognitive distinguish calculate demonstrate apply incorporate predict

Activities that are simple and require simple recollection

Activities that construct meaning

from direction

Activities that involve a procedure

Activities that determine

relationships or structure

Activities that require judgments or problem

solving

Activities that build elements or reorganize

Basic elementsInterrelationships among elements

Methods of inquiry or processes

Awareness and self direction

Select an object or concept

find an object or concept

identify an object/concept based on given parameters

examine a scenario and select an object

or concept

modify an object or concept to give the

desired outcome

choose an object or concept based upon a

problem scenarioassociate or match objects or concepts

identify objects or concepts that require sorting based on type

build concepts or objects

arrange objects or concepts in a

sequence based on a scenario

identify a connection between two or more

objects or concepts

establish an order of succession after a set of

objects or concepts have been reorganized

sort objects or labels according to instruction

arrange objects in a sequence

mix two or more concepts or objects together based on

instruction

examine a scenario and determine a process solution

follow a scenario to determine applicable

outcomes

work out a resolution to a problem scenario

differentiate between objects or concepts

use mathematics to solve a problem

scenario

illustrate by example the given procedure

put objects or concepts to use as

relevant to instruction

evaluate an outcome given the instruction to add two or more concepts together

provide a calculated response to a problem

scenario

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Objectives x Treatments Matrix

ObjectiveTreatment

eBlooms eLearning Activity

Define key terms find an object or conceptCreate a word find with key terms that is followed by definitions of each word

Identify incidents select an object or conceptBuild an interactive map and timeline that identifies location and details of school shootings

Identify early warning signs in a potentially violent student select an object or concept

Use dancing silhouettes to reveal individual warning signs

Identify imminent warning signs in a potentially violent student

differentiate between objects or concepts

Build off early warning signs activity and present two warning signs to choose between

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Factual Understanding

• Define key terms find an object or concept

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Factual Remembering

• Identify incidents select an object or concept

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Metacognitive Remembering

• Identify early warning signs differentiate between objects

or concepts

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Interactivity in eLearning

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ContextGood PoorIdentifies applicable performance relationships

Uses abstract concepts

Reinforces relationships to anticipated outcomes

Generalized, content-independent layout

Simulates performance environment

No relative environment or traditional classroom

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ChallengeGood PoorOpportunity to apply new information to meaningful and interesting problems

Traditional questioning methods (multiple choice, T/F, matching) outside of an applied setting

Increasing degree of processes and/or performance

Only provides single-step performance or separates processes

Includes an element of risk and provides remediation

Little or no risk and either reveals the answer or provides no remediation

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ActivityGood PoorBuilds on context Artificial Q/A activities (multiple

choice, none of the above, all of the above, etc)

Provides opportunities to explore alternatives and make/correct mistakes

Only one chance to answer

Requires justification before feedback

Allows for lucky guesses

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FeedbackGood PoorInstructive details Relies on content presentation

Illustrates both negative and positive consequences

Immediately judges responses

Provides honest assessment and may trigger remediation

Assumes learner is always doing their best

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Questions

• Tonia Dousay– [email protected] or [email protected]

http://www.slideshare.net/ebloomsie/aligning-objectives-with-engaging-activities