How to Write Course Standards Based on Objectives
Janie Sullivan
The article How to Write Course Objectives Using Bloom’s Taxonomy mentioned course standards, which are how the learning is measured. This article will explain how to tie those standards to the objectives.
Read the full guide at the link below…
Link: http://www.ehow.com/how_4661726_write-course-standards-based-objectives.html
How to Create Course Objectives Using Bloom’s Taxonomy
Janie Sullivan
There are six levels of thinking, according to Benjamin Bloom, who developed the concept of higher order thinking levels in 1956. Those levels (lowest to highest) are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level of thinking should be considered when creating the learning objectives or outcomes of a course.
A course objective is what the student should be able to do upon completion of the course. A good objective will match the academic level of the course and will clearly state what is expected of the student.
Read the full guide at the link below…
Link: http://www.ehow.com/how_4646973_course-objectives-using-blooms-taxonomy.html
Organizing your online course for maximum effect
Janie Sullivan
If you are going to deliver a course online, it helps to have a plan in place for organizing that course so both you and your students have the best possible experience. You will need to explore ways to present the class format, content, syllabus, time line, use of technology, assessments, and evaluations. This article will help you put together a comprehensive organization plan for any online course, making the delivery of that course as smooth as possible.
Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling
David Jakes
Digital storytelling provides a truly engaging learning experience which blends writing, technology and emotion to create a compelling product of value. This process [explained in the article] is one that students can use throughout entire lives to tell their stories. Many Web sites are now beginning to accept video submissions; will our students in second grade eventually be submitting digital letters to the editor? Time will tell, but in the meantime, the process of digital storytelling provides one of the best learning experiences available to students.
Internet Literacy Handbook
TL InfoBits
The Internet Literacy Handbook, compiled by Janice Richardson et al., was updated in December 2008. This third edition, aimed at parents, teachers, and students, contains a collection of Fact Sheets that provide brief, basic introductory explanations for a variety of Internet tools such as portals, email, social networks, and blogs. The Handbook is available at no cost online in HTML, Flash, or RTF formats, or it can be purchased in a hardcopy version. Access the Internet Literacy Handbook.
The Handbook is published by the Council of Europe, an organization of 47 member countries working to “promote awareness and encourage the development of Europe’s cultural identity and diversity.” For more information, contact: Council of Europe, Avenue de l’Europe, 67075 Strasbourg Cedex, France; tel: +33 (0)3 88 41 20 00; email: infopoint@coe.int; Web: http://www.coe.int/
Link: https://its.unc.edu/TeachingAndLearning/publications/tlinfobits/CCM3_007214#4
In a two part series, Campus Technology looks into using chat as an instructional tool in education:
Using Chat To Move the Thinking Process Forward
Ruth Reynard
In the first installment, chat is discussed in general terms and its abilities for the use of mixed media and synchronous interaction are emphasized.
Link: http://www.campustechnology.com/articles/68502/
Designing a Working Space for Chat
The second installment looks at some of the major concepts in using chat effectively in the process of moving the thinking process forward, like building ideas, constructing media, and establishing which elements are critical to making the environment dynamic and relevant to the student.
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
Ruth Reynard
The author describes his experience with using blogs in graduate-level classes. He believes that they can be very useful in learning, but only when the students actually believe the same thing as well. The ones that are disinclined to use blogs, he has found, see them as either more busy work or dislike the aspect of making their ideas public. Their objections stem from the five common mistakes he has identified and he explains how to deal with each one. The five mistakes are:
Short and Sweet: Technology Shrinks the Lecture
Jeffrey Young
An article from The Chronicle of Higher Education discusses how to optimize the effectiveness of online (and in-class) lectures by fragmenting them into smaller sections.