+

Designing Learning Activities & Digitizing Bloom’s TaxonomyUnit 4

+Unit 4 Objectives

Design guided learning activities utilizing the 4-step process of backward design

Differentiate between the kinds of digital tools for teaching and learning during the Guided Learning Activities that use the cognitive levels of remembering and understanding

Digital tools for integrating into learning activities at the remembering and understanding cognitive level

Matching digital tools to learning targets so that they are seamlessly integrated and set the learning activity apart from how it might have been used in traditional learning activities

+Read the background textbook chapters

Read Chapter 7 from Integrating Technology into Teaching.

Think about how you will use learning targets and formative assessments within this part of your Integrated Technology Unit Project.

Consider how you will incorporate feedback into this phase of your Project.

+Effective prospecting is a blend of art, science and skill, not simply a matter of wandering around with a divining rod in your two hands hoping to find the gold, water or oil below the surface.” (McKenzie, 2002)

+

Deepen and enhance

+The most famous example of this is the Valentine’s card that was typically made with scissors, crayons and glue. Now students design the card online and print it out…many would argue that students didn’t gain anything from using the digital tool and may have, in fact, enjoyed the traditional way more.

+

How can students learn the concepts central to this field of study better through the use of technology?"

+

Read Jamie McKenzie’s article called “Beyond edutainment and Technotainment”.

Revised Bloom’s Taxonomy

These diagrams were taken, with permission, from Andrew Churches’ presentation on Digital Taxonomy.

Focus in thisunit

+

Bu

llet

poin

ting

Hig

hlig

htin

g

Bookm

arkin

g

Socia

l bookm

arkin

g

Taggin

g

Search

ing

Remembering

+Bulleting

Students create lists of characteristics or attributes; Or steps to a procedure; Or chronology of an events

+Highlighting

Students pick out and find the key words or phrases that are most important to recall.

You can utilize Google documents to store documents where students can share what they’ve highlighted. Look at this intro explanation.

+Bookmarking or saving to favorites Students simply save websites, articles, and resources that

they would like to return to in the future. At this cognitive level, they don’t do anything with the bookmark besides find it.

Bookmarks are saved to a specific machine and access only through that machine.

+Social bookmarking Online version of local bookmarking;

it’s more advanced because you can use other people’s bookmarks and tags.

Social bookmarking allows you to save the link, annotate them with unique or keywords or “tags” to organize them and then share them.

You create a community of researchers that are interested in the same things.

+Tags? Why are they so important? Read this article about Metatags

Meta-tags or tags are words a web author uses to describe their page.

Tag clouds give an instant illustration of the main topics, giving a very specific and precise orientation of the site’s content

Wordle www.wordle.net using info from www.smashingmagzine.com

+Advantages of social bookmarking

These lists can be shared via RSS. RSS allows people to read and connect with what others read.

This method of categorizing information is not dependent on the traditional taxonomy of categorizing information. Instead a new idea called folksonomy is being created

Tagging has expanded beyond articles and websites. Now many digital photo sites are allowing tagging.

Flickr’s 150 Top Tags on 7.27.09

+Social bookmarking sites

Delicious and Diigo are two of the more well recognized sites

Delicious allows you to save, annotate and organize websites.

Diigo does everything that Delicious does and it allows you to put highlight sections of the page and to put sticky notes right on the page

+Searching

Keep it at the simplest level

Use Google Educators Google Web Search - Classroom Lessons and Resources

Bernie Dodge’s Step Zero lesson plan

+

Ad

van

ced

an

d B

oole

an

S

earch

ing

Blo

g

Journ

alin

g

Cate

gorizin

g

& Ta

ggin

g

Com

mentin

g

& A

nnota

tion

Subscrib

ing

Understanding

+Characteristics of learning at this cognitive level

Attaching meaning to new learning given what students already know

Be able to demonstrate understanding of the processes and knowledge

+Advanced and Boolean Searching

Searching at a higher level than when your learning target is at the Remembering level

Students use narrowing strategies, synonyms and words associated with keywords

Bernie Dodge’s 4NETS provides good ideas for a lesson plan

+Blog Journaling

Understanding uses blog journaling at its simplest level.

Students write about personal experiences or reactions to topics covered in class. post links write summaries about what they’ve read

Students collect and post sites relevant to the topic they are studying Important to recruit an authentic audience as students interact

with audience they make more “sense” of their new learning

Look at how this 8th grade teacher integrated blogs into her class

+Categorizing and Tagging

Similar to Remembering category but asking for more synonyms at students classify each resource they find

Technorati is the blogosphere’s search engine

Students can explain hierarchy in tag clouds

What is this site about?

Use Wordle to create tag clouds

+Commenting & Annotating

At this level students move beyond simply adding their comments. They start to respond to others comments, providing critiques and analysis.

Teachers must teach this skill before asking students to use it. Too often this teaching step is skipped and students’ comments and posts are meaningless

Diigo and Delicious are excellent websites if students are using the web.

Google Docs allows you to comment and review others works by sharing documents.

+Subscribing

Students use XML to subscribe to content from web-based sites

No longer do students have to visit to find out what’s happened since they last time they visited; now changes come to them as they happen

Watch this video clip about Real Simple Syndication or RSS

www.flickr.com/photos/jrhode/375671790/

+To use subscribing

You must set up aggregator to collect RSS feeds in order to “read” the updates. Shorthand is to call these “readers”

You can use RSS to collect feeds from blogs to you can efficiently know when a student has posted something

Create a RSS feed from a Google search. If there’s new content added to the site, you’ll be notified in your reader.

Bloglines

Google Reader

Pageflakes

This unit targeted

these levels of cognition

+Assignments and Activities for Unit 4

1. Read Chapter 7

2. Post what you learned about using a social networking site on your Moodle blog

3. Complete the Online Discussion about learning targets at the Remembering and Understanding levels

4. As you finalize the learning targets from the Online Discussion, post those to your wiki page. Remember this will become part of your Integrated Technology Unit Project.

+Elaborating on the Online Discussion

Pick at least two learning targets that apply to the Remembering and Understanding cognitive levels from the Integrated Technology Unit Project. You will work on developing activities that incorporate technology into these learning targets.

On the Discussion forum, explain how The digital tool is seamlessly used How the activity will be assessed (clearly label assessment

as either formative or summative) How the use of technology amplified the learning beyond

what would have happened had it been utilized as a traditional learning activity