DIGITAL TAXONOMY AND ONLINE

LEARNING COMMUNITY
Dr. Jay Keehn
“The inventor of the system deserves to be
ranked among the best contributors to
learning and science, if not the greatest
benefactors of mankind.”
Josiah F. Bumstead
A VISION OF STUDENTS TODAY
http://www.youtube.com/watch?v=dGCJ46vyR9o

A VISION OF K-12 STUDENTS TODAY

http://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1&feature=fvwp
Over 4.6 million students were taking at least one
online course during the fall 2008 term; a 17 percent
increase over the number reported the previous year.

The 17 percent growth rate for online enrollments far

exceeds the 1.2 percent growth of the overall higher
education student population.

More than one in four higher education students now

take at least one course online.

Allen, Ph.D., E., & Seaman, Ph.D., J. (2010, January). Learning on Demand Online Education
in the United States, 2009. Retrieved October 03, 2010, from Sloan Consortium: http://
sloanconsortium.org/publications/survey/pdf/learningondemand.pdf
BLOOM'S TAXONOMY
Higher Order Thinking (HOTS)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lower Order Thinking (LOTS)
BLOOM'S REVISED TAXONOMY
Higher Order Thinking (HOTS)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Lower Order Thinking (LOTS)
BLOOM'S DIGITAL TAXONOMY
Higher Order Thinking (HOTS)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Lower Order Thinking (LOTS)
BLOOM'S DIGITAL TAXONOMY
SUMMARY MAP
 1 REMEMBERING
POSSIBLE ACTIVITIES

Recitation Worksheet/book Bookmarking

Social
Quiz/Test Fact Networking

Flashcards Definition Basic Searches

2 UNDERSTANDING
POSSIBLE ACTIVITIES

Summary Explanation Show and tell

Advanced and
Diary/Journal Blog journaling Boolean
searches

Tagging,
comments & Subscribing
annotating
 3 APPLYING
POSSIBLE ACTIVITIES
Illustratio Simulatio
n n

Sculpture or Presentati
Demonstration on

Performa
Interview
nce

Editing Playing
 4 ANALYZING
POSSIBLE ACTIVITIES
Survey &
process Database

Relationship
mind maps Abstract

Report Graph
Spreadsheet
Checklist & Processing

Chart
 5 EVALUATING
Debate or
Report
Investigatio
orVerdict,
panel
Evaluation
n
Judgment
discussion

POSSIBLE ACTIVITIES

Critical
Commenting,
Persuasive
Collaboratin
Networking
moderating
speech
reviewing
g
posting
 6 CREATING
Possible Activities Project
Manage
Film ment

Podc Bloggi
astin ng/Vlo
Progr Prese g gging
ammi ntatio
ng n

Mod
el Plan
Story
 THE LEARNING NETWORK
INSTRUCTOR PEERS

LEARNER

TECHNOLOGY
CONTENT
THE MERE BELIEF OF SOCIAL
INTERACTION IMPROVES
LEARNING
 FACTORS RANKED BY FACULTY AND STUDENTS AS
MOST RELEVANT TO BUILDING COMMUNITY
Students Ranking Order

1. Instructor Modeling 1. Interaction and Dialogue

2. Student’s interest and 2. Student’s interest and

priority for the Class priority for the class

3. Sufficient time for discussion 3. Sufficient time for discussion

and interaction and interaction

4. Interaction and Dialogue 4. Instructor modeling

 GUIDELINES FOR CREATING
Guidelines for Creating Community COMMUNITY IN ONLINE LEARNING
in Online Learning Environments
Instructional Design
ENVIRONMENTS
Components

Interaction Behaviors

●
● Transparent and consistent course design
●
● Include assignments that increase in complexity as the term progresses
●
● Provide more faculty-learner interaction at the beginning of the course and
more learner/learner and learner/content interaction as the term progresses
●
● Incorporate a warm-up period at the beginning of the course that includes
non-content specific activities
●
● Incorporate
Incorporate small
small group
group activities
activities being
being sure
sure to
to consider
consider group
group size
size
●
● Create a dedicated space for class interaction including space for content
and non-content specific discussions ●
● Contact students individually at the beginning of class via email,
●
● Provide
Provide guidelines
guidelines that
that address
address students’
students’ general
general roles
roles and
and responsibilities
responsibilities telephone, or regular mail
in the online environment
●
● Set specific requirements for each assigned discussion or interaction
●
● Incorporate a sense of humor where possible
●
● Grade student discussion contributions on quality and timeliness as well as
●
● Attend closely to the community at the early stages by a establishing
quantity a prolific online presence
●
● Model immediacy and proper communication
●
● Ask questions that promote learning and encourage interaction
●
● Model good “netiquette”
●
● Communicate tactfully so that meaning will not be misconstrued
●
● Moderate discussions without dominating them
●
● Provide prompt feedback
●
● Maintain a visible online presence
●
● Exhibit flexibility and show consideration for students having
technical difficulties
 NATIONAL BOARD PROFESSIONAL
TEACHING STANDARDS
Core Proposition # 5

Teachers are members of learning

communities.
SOCIAL NETWORKS

http://www.nbctlink.org/web/guest/home
THE END