A random RSS item sent me to Allan Carrington’s interesting blog post on applying Bloom’s taxonomy to Apps, called the Padagogy Wheel (as in using iPads in pedagogy).
See a high-resolution version of this image on a poster padwheelposter
Also, here is a short video that explains how the Padagogy Wheel works:
As Allen writes :
During my research I saw lots of great work done by others using Bloom’s Taxonomy including the Revised Taxonomy which has now become the Bloom’s Digital Taxonomy. However when I discovered the excellent pioneer work done by Kathy Schrock with “Bloomin’ Apps” I got the idea for the Padagogy Wheel. Dare I say it but it is the next version for mobile learning of the ongoing importance of Bloom’s Taxonomy. Bloom’s is still fundamental to good teaching and learning.
I’ve visited all the links mentioned in this paragraph and they provide great information about Bloom’s taxonomy, its revisions and applicaitons to the digital world. How interesting!
I will be giving my talk shortly this morning at the e.Scape conference at Concordia University on the topic of :
The unexpected journey from a 60 minute lecture to a MOOC: a librarian’s mid-way report
I’ll be talking about how my use of technology has changes my professional practice.
I’ll briefly discuss MOOCs also, positioning them as the extreme end of the elearning continuum – both in terms of structure and pace. More on MOOCs here:
Mostly, I’ll discuss my training videos as well as the development of a business information literacy curriculum as part of my employment, most of which are in various stages as pilot projects or drafts.
Tip of the had to Kipmusic2345 for her great GarageBand toturials on youtube:
These were really useful for me – I’ve been meaning to start editing sound files for including them in my own digital tutorials.
Petra Dierkes-Thrun launches a “A Bill of Rights and Principles for Learning in the Digital Age” on her blog this morning (hat tip to the Chronicle and University Affairs for the link).
I love these statements from the preamble:
The Internet has made it possible for anyone on the planet to be a student, a teacher, and a creative collaborator at virtually no cost. Novel technologies that can catalyze learning are bubbling up in less time than it takes to read this sentence. Some have emerged from universities, some from the private sector, some from individuals and digital communities. In the past year, Massive Online Open Courseware, or MOOCs, have become the darling of the moment–lauded by the media, embraced by millions–so new, so promising in possibility, and yet so ripe for exploitation.
We believe that online learning represents a powerful and potentially awe-inspiring opportunity to make new forms of learning available to all students worldwide, whether young or old, learning for credit, self-improvement, employment, or just pleasure. We believe that online courses can create “meaningful” as well as “massive” learning opportunities.
We are aware of how much we don’t know: that we have yet to explore the full pedagogical potential of learning online, of how it can change the ways we teach, the ways we learn, and the ways we connect.
Our broad goal is to inspire an open, learner-centered dialogue around the rights, responsibilities, and possibilities for education in the globally-connected world of the present and beyond.
The document itself presents a set of rights and another of principles. With regards to the former, they include the right to: access; privacy; create public knowledge; own one’s personal data and intellectual property; financial transparency; pedagogical transparency; quality and care; have great teachers; and to be teachers. While for the latter, principles include: Global contribution; Value; Flexibility; Hybrid learning; Persistence; Innovation; Formative assessment; Experimentation; Civility; and Play.
I find that these statements are important reminders of the issues that underpin our daily activities. Congratulations to the drafters and this will certainly help me orient my online endeavours.
Also of interest is the UNESCO OER Declaration, dating back to June 2012. Also, there are many groups active on this front: OER Foundation, WikiEducator, the OpenCourseWare Consortium and Creative Commons.
From the ProfWeb blog (Profweb : Lancement du concours des prix du ministre : une invitation aux pédagogues de l’enseignement supérieur), we leard that the Guebec government is launching a prize for innovative practices in Higher Ed. Works have to be in French and the deadline is in November for colleges/Cegeps and january for Universities.
In addition to the news of the Gates Foundation giving 9 million dollars for “inovative education practices (see: Wired Campus blog post on June 19th), Google has joined the fray for Massively Open Online Courses (see this other post on Wired Campus, a tech blog of the Chronicle of higher education).
The search Internet giant has launched its “Course Builder” as an open source code project (see: https://code.google.com/p/course-builder/). See Peter Norvig, director of research at Google explain the project:
Worth a read: this survey of open education resources from C&RL News. It lists course initiatives, curriculum sources, databases of objects, etc.
Stephen Laster, Chief Information Officer, Harvard Business School, delivers his Viewpoint in the most receny Educause Review. Insisting on the dire financial situation of students and Universities alike, he stresses that technology offers an opportunity to solve these issues. The Learning Management Systems (LMS) as a plat-form or in the cloud….
Other articles present the top 10 technology issues Universities face as well as some functional requirements of technology applied to education.
In closing, see this article about 2012 top ten trends in academic from C&RL News.