Huang&Tennant

Helping Communities TellTheir Stories with New

MediaDr. Edgar Huang

Professor Susan TennantMedia Arts and Science

Edgar Huang & Susan Tennant, IUPUI School of Informatics, Media Arts and Sciences

Helping Communities Tell Their Stories with New Media

Bloom’s Taxonomy Of Educational Objectives

EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge



Revised version of Bloom’s Taxonomy

Anderson and Krathwohl also list specific VERBS that can be used whenwriting objectives for each columns of the cognitive process dimension.

Create: generating, planning, producing

Evaluate: checking, critiquing

Analyze: differentiating, organizing,

attributing

Apply: executing, implementing

Understand: interpreting, exemplifying,

classifying, summarizing, inferring,

comparing, explaining

Remember: recognizing, recalling



Major differences between the two taxonomies

• The major differences in the updated version is in the more useful and comprehensive additions of how the taxonomy intersects and acts upon different types and levels of knowledge– factual, – conceptual, – procedural and – meta-cognitive.



Critical Thinking vs Creative Thinking

Critical Thinking Creative Thinking

Analytic Generative

Convergent Divergent

Vertical Lateral

Probability Possibility

Judgment Suspended judgment

Focused Diffuse

Objective Subjective



Critical Thinking vs Creative Thinking

Critical Thinking Creative Thinking

Answer An answer

Left brain Right brain

Verbal Visual

Linear Associative

Reasoning Richness, novelty

Yet but Yes and

Source: Robert Harris, VirtualSalt.com, July 1, 1998



鱼Teaching PhilosophyTeaching is not feeding ducks.

Teaching is bringing out the best in each student

Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for a lifetime. 渔

A good teacher knows when to move from the sage on the stage to the guide on the side.



The Conflict• Do we teach our students how to use a pencil?• Are we training our students how just to push the

buttons?• What happens when the technological skills you

teach, change or loose value?• How do you balance the teaching of skills and that

of critical thinking?• How do you teach technology skills as part of the

problem solving process?



Teaching technology as part of the problem-solving

process• Students need to be engaged in problem-

solving-oriented or research-oriented learning.• Students need to be aware that technology is

governed by traditions, rules, and conventions.• Students need to stay away from the “I can do

it” attitude because often times they don’t understand or see only part of the picture.



• Service learning develops higher-level thinking skills.• Service learning enhances students understanding

of responsibility beyond themselves.• Service learning gives students a greater awareness

of community.• Service learning makes every party involved a winner.

Service learning is one way out



Passion of teaching and learning

• To be a good teacher, you must be current in

content, have a passion for the profession, and have

an ability to inspire students to reach further

and accept challenges.• Students’ passion determines their

educational outcome.



Assessment is a balance between student self evaluations, peer evaluation, teacher evaluation and sometimes community

partner.Student, faculty and community partner are all equal

stakeholders.

• What are the rubrics for assessment of a multimedia community-based project?

• How do you know if each student did his or her share of the work?

• How do you quantify a grade in a group project?• How does peer evaluation work?

Evaluation and the Grade



We will show some examplesand then take questions.

Thank you

Helping Communities TellTheir Stories with New Media

Huang&Tennant

Economy & Finance

Transcript of Huang&Tennant