EDUC 204 – MIDTERM REVIEWER

UNIT 1: Introduction to Technology for Teaching and Learning

Basic Concepts to be defined:

1. Technology - the application of scientific knowledge for practical purposes, especially

in industry.

Moreover, technology is the application of scientific knowledge to the practical aims of

human life or, as it is sometimes phrased, to the change and manipulation of the human
environment.

2. Information and Communication Technologies (ICT) - defined as a diverse set of

technological tools and resources used to transmit, store, create, share or exchange
information.

These technological tools and regources include computers, the Internet (websites, blogs
and emails), live broadcasting technologies (radio, television and webcasting), recorded
broadcasting technologies (podcasting, audio and video players, and storage devices and
telephony (fixed or mobile, satellite, visio / videoconferencing, etc.).

3. Educational techhology - is the study and ethical practice of facilitating learning and
improving performance by creating, using and managing appropriate technological
processes and resources.

Also, educational technology is a field of study that investigates the process of analyzing,
designing, developing, implementing, and evaluating the instructional environment and
learning materials in order to improve teaching and learning.

4. Technology, Media and Learning - Technology and media have transformed the
process learning and interacting of learners with their environment. French (1999) stated
that modern technology such as computers or video are changing the roles of both
teachers and learners. Besides, the internet, software, and some telecommunications
take a place as the extreme paradigm shift in learning process (Jones 2002).

It makes the possibility that those technologies will come together and influence the
learning outcomes (Gary, 1993). In fact, the electronic nedia is needed than the other
when it can more impress the children.

Allen & Seaman (2007) showed that online enrollments in higher education was growing
up 21%, whereas the growth for traditional way just only 2% since 2002. Therefore, we
need to examine wisely whether media and technology give more positive sides in
learning process or not.

The technology and media will give more opportunities to discover the potential
relationship between teaching process and learning environments (Kozma, 1994). That
technology could be the cognitive tools to create a new knowledge which integrated with
the environments (Reeves, 1998).

Jonnasen, Carr, and Yueh (1998) stated that "the cognitive mind tools have function as
formalisms for guiding learners in the organization and representation of what they know".

Reeves (1998) said the technology and media could control a powerful role of process of
learning when the learners use that technology and media as cognitive Tools rather than
interact with them as tutor or repositories of information.

For Online wedia, the interactions that happen actually could encourage reticent students
to participate in extent and reasonable discussions than a traditional classroom setting
does (Citera, 1988).
Warschauer (1997) stated "the online environment is usually less intimidating between
individuals and also has less time pressure on students than do interaction in a face-to-
face setting" it makes the possibility that learner can be more confident to communicate
with others or improve their skill by using media online.

However, Clark (1994), who is a professor of Instructional technology at the University of

Southern California, has said that there are ho learning advantages from using technology
and media in learning process. Those are just the vehicle which will not influence learners
to get any achievements.

Learners will find some problems when they prefer to just use media or technology, online
for example, than doing it by face-to-face setting or traditional way. Walberg and Haertela
(1981) found that the learner perceptions of social online environments will impact their
psychological.

It is proved by Haythornthwaite (2000) finding which showed that students who failed to
make online connections with other learners in their group reported feeling isolated and
more stressed.

Some researchers also showed that learners may feel isolated, confused, and frustrated
(Hara & Kling, 2000). Besides, Ramsden and Entwistle (1981) identified the relationship
between approaches to learning and perceived characteristics of the academic
environment and student's interest in the subject may be decreased (R. Maki, W. Maki,
Patterson, & Whittaker, 2000).

The advancement of technology influences people to use some of those media in learning
process. There are some positive sides that we can get while we use it, such as it implies
the psychological of learners. They become brave and get information easier.

On the other hand, it also impacts them to feel more stressed, depressed when they failed
to make a connection. Thus, we have to be wife when we decide to use media and
technology in our learning process.

5. An instructional system - a series of interrelated, interacting, precisely controlled.

learning experiences that are designed to achieve specific learning objectives. These are
organized.

Simply put, instructional design, also known as instructional systems design (ISD),
is the creation of instructional materials. Though, this field goes beyond simply creating
teaching materials, it carefully considers how students learn and what materials and
methods will most effectively help individuals achieve their academic goals.

It is the practice of systematically designing, developing and delivering instructional

products and experiences, both digital and physical, in a consistent and reliable fashion
toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge.

The process consists broadly of determining the state and needs of the learner, defining
the end goal of instruction, and creating some "intervention" to assist in the transition. The
outcome of this instruction may be directly observable and scientifically measured or
completely hidden and assumed.

There are many instructional design models but many are based on the ADDIE model
with the five phases: analysis, design, development, implementation, and evaluation.

6. Technology tools - refers to software, primarily, that can be used to develop or support
online course content. This could include blogs, wikis, authoring tools such as Articulate
or Captivate, and Web 2.0 tools available through the internet.

Digital networking facilities information at high and reliable speed and capacity.
Chalk, posters, and overhead projectors were once "technology;" today we think of
technology only as computer related tools, yet technology includes all teaching tools that
enhance the delivery of instruction and these tools have changed and will change over
time.

1.2. Roles of ICT in Teaching for/and Learning the Importance of ICT in education

Today we do not need to go any further than our own home or even room, to see some
form of ICT in our lives. Whether it be a computer, plasma TV, or mobile phone, we all
have them in some part of our lives. In today's society, people as consumers of ICT, all
strive for the one dream - the dream of a connected life.

This makes ICT a lifestyle choice for much of the population. In addition, the lifestyle
choice is changing the way we communicate, increasing the the rate of consumerism
and changing how we interact and gather information (Sherringham, 2009).

ICT has invaded and transformed many aspects of our lives to the extent that we live in
an environment that is dominated by technology which itself is consumer-driven
(Semenov, 2005). No matter how we perceive its presence, there is no denying that it is
an important part of our lives and that it is here to stay.

Key Issues to Remember in Relation to the Importance of ICT in Education

1. E learning or Online learning: The presence of ICT in education allows for new
ways of learning for students and teachers.

2. ICT brings inclusion: The benefits of ICT in education is of such that students in
the classroom can all learn from the curriculum material. Students with special
needs are no longer at a disadvantage as they have access to essential material
and special ICT tools can be used by students to make use of ICT for their own
educational needs.

3. ICT promotes higher-order thinking skills: One of the key skills for the 21st
century which includes evaluating, planning, monitoring, and reflecting to name a
few. The effective use of ICT in education demands skills such as explaining and
justifying the use of ICT in producing solutions to problems.

4. ICT enhances subject learning: It is well known these days that the use of ICT
in education adds a lot of value to key learning areas like literacy and numeracy.

5. ICT use develops ICT literacy and IT capability: Both are 21st-century skills that
are best developed whilst ICT remains transparent in the background of subject
learning. The best way to develop ICT capability is to provide them with meaningful
activities, embedded in purposeful subiect-related contexts.

6. ICT use encourages collaboration: You just have to put a laptop, iPad or
computer in the classroom to understand how this works. ICT naturally brings
children together where they can talk and discuss what they are doing for their
work and this in turn, opens up avenues for communication thus leading to
language development.

7. ICT use motivates learning: Society's demands for new technology has not left
out children and their needs. Children are fascinated with technology, and it
encourages and motivates them to learn in the classroom.

8. ICT in education improves engagement and knowledge retention: When ICT

is integrated into lessons, students become more engaged in their work. This is
because technology provides different opportunities to make it more fun and
enjoyable in terms of teaching the same things in different ways.
 9. ICT use allows for effective Differentiation Instruction with technology: We
all learn differently at different rates and styles and technology provide
opportunities for this to occur.

10. ICT integration is a key part of the national curriculum: The integration of
digital technologies or ICT is a significant part of the Australian Curriculum for
example, and this is a trend that many global governments are taking up as they
begin to see the significance of ICT in education.

11. We live in a "knowledge economy": This is an economy where it is vital to have

the ability to produce and use information effectively (Weert, 2005). It is a time
when ICT is pervasive and permeates throughout all industries in the economy
whether it may be health, education, environment or manufacturing (Moon, 2007).

ICTs will continue to be a significant part of our future as it connects itself to more and
more parts of our lives. It will continually evolve and change because as consumers we
all like a choice. We like to use ICT for personal growth, creativity, and joy, consumption,
and wealth (Semenov, 2005).

1.3. IMPORTANCE OF STUDENTS STUDENTS ENGAGING WITH ICT WITH

ICT

It is important for students to engage with ICT so that:

1. Learn 21st-century skills and develop their ICT capability and ICT literacy.

2. Improves their attainment levels.

3. Prepares them for an integrated society dominated by ICT developments.

4. So that they learn the notion of using ICT as a tool for lifelong learning.

If you put a lot of thought into your planning, you will notice a higher degree of
engagement and this can lead to the development of 21st-century skills such as complex
thinking, creative problem-solving, and collaboration.

Technology integration in the classroom is an instructional choice by you, the teacher,

and should always involve collaboration and deliberate planning.

UNIT 2: ICT Policies and Safety Issues in Teaching and Learning

Objectives:

01 Enumerate the national ICT policies affecting classrooms.

02 Describe the implementation of ICT policies in teaching-learning.

03 Identify ICT policies that are incorporated to the design and implementation of
teaching-learning activities.

Safety Issues in ICT:

Health Issues

Carpal Tunnel Syndrome - Pain in the forearm and wrist. This is caused by prolonged
use of mouse or typing.

Remedy: Take regular break from work.

Cubital tunnel syndrome - Affects elbow

Remedy: Take regular break from work, Give support for elbow while typing and using
mouse.
Dry-Eye: Looking at the computer screen for long time causes reduced blinking of eye
lids and thus drying of eyeballs.

Remedy: Take regular breaks, Use anti-glare screen over monitor, Take break and look
at a far away object to relax eyes.

Safety Issues in ICT:

Posture Related Problems

Neck pain and Lower back pain - This is caused by sitting in front of computer for long
time.

Remedy: Take regular break, get up and walk around Use ergonomically designed chair
maintain correct posture position keyboard, mouse and monitor.

Safety Issues:

Electrocution:

1. Do not overload electrical sockets.

2. Workers must not take drinks to table where there are electrical equipment.
3. All electrical equipment must be away from water.

Fire:

1. Caused by overheating parts of computer.

2. There must be plenty of CO2 fire extinguishers.
3. Fire exits must be clear and not blocked by anything.
4. All electrical equipment must be kept away from water supplies.

Tripping Hazard:

1. Cabling must not trail on the floor.

2. Additional equipment must be situated where it will not cause trailing of cables.

Danger caused by heavy equipment falling:

1. Benching must be sturdy enough to withstand the weight of hardware and

equipment.
2. Avoid keeping one equipment over another.

2.1. Uses of ICT Policies in the Teaching and Learning Environment

Information and Communications Technology (ICT)

can impact student learning when teachers are digitally literate and understand how to
integrate it into curriculum.

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and
manage information. In some contexts, ICT has also become integral to the teaching-
learning interaction, through such approaches as replacing chalkboards with interactive
digital whiteboards, using students own smartphones or other devices for learning during
class time, and the "flipped classroom" model where students watch lectures at home on
the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to
higher order thinking skills, provide creative and individualized options for students to
express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace.
ICT issues planners must consider including the total cost-benefit equation, supplying and
maintaining the requisite infrastructure, and ensuring investments are matched with
teacher support and other policies aimed at effective ICT use.

Digital culture and digital literacy: Computer technologies and other aspects of digital
culture have changed the ways people live, work, play, and learn, impacting the
construction and distribution of knowledge and power around the world. Graduates who
are less familiar with digital culture are increasingly at a disadvantage in the national and
global economy.

Digital literacy the skills of searching for discerning, and producing information, as well as
the critical use of new media for full participation in society has thus become an important
consideration for curriculum frameworks.

In many countries, digital literacy is being built through the incorporation of information
and communication technology (ICT) into schools. Some common educational
applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on
a 1:1 basis with features like lower power consumption, a low-cost operating system, and
special re-programming and mesh network functions. Despite efforts to reduce costs,
however, providing one laptop per child may be too costly for some developing countries.

Tablets: Tablets are small personal computers with a touch screen, allowing input without
a keyboard or mouse. Inexpensive learning software ("apps*) can be downloaded onto
tablets, making them a versatile tool for learning. The most effective apps develop higher
order thinking skills and provide creative and individualized options for students to
express their understandings.

Interactive White Boards or Smart Boards: Interactive white boards allow projected
computer images to be displayed, manipulated, dragged, clicked, or copied.
Simultaneously, handwritten notes can be taken on the board and saved for later use.
Interactive white boards are associated with whole-class instruction rather than student-
centered activities. Student engagement is generally higher when ICT is available for
student use throughout the classroom.

E-readers: E-readers are electronic devices that can hold hundreds of books in digital
form, and they are increasingly utilized in the delivery of reading material. Students both
skilled readers and reluctant readers have had positive responses to the use of e-readers
for independent reading. Features of e-readers that can contribute to positive use include
their portability and long battery life, response to text, and the ability to define unknown
words. Additionally, many classic book titles are available for free in e-book form.

Flipped Classrooms: The flipped classroom model, involving lecture and practice at home
via computer-guided instruction and interactive learning activities in class, can allow for
an expanded curriculum. There is little investigation on the student learning outcomes of
flipped classrooms. Student perceptions about flipped classrooms are mixed, but
generally positive, as they prefer the cooperative learning activities in class over lecture.

ICT and Teacher Professional Development: Teachers need specific professional

development opportunities in order to increase their ability to use ICT for formative
learning assessments, individualized instruction, accessing online resources, and for
fostering student interaction and collaboration.

Such training in ICT should positively impact teachers' general attitudes towards ICT in
the classroom, but it should also provide specific guidance on ICT teaching and learning
within each discipline. Without this support, teachers tend to use ICT for skill-based
applications, limiting student academic thinking.

To support teachers as they change their teaching, it is also essential for education
managers, supervisors, teacher educators, and decision makers to be trained in ICT use.
Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit
students, additional conditions must be met. School policies need to provide schools with
the minimum acceptable infrastructure for ICT, including stable and affordable internet
connectivity and security measures such as filters and site blockers.

Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings,
and discipline-specific uses. Successful implementation of ICT requires integration of ICT
in the curriculum. Finally, digital content needs to be developed in local languages and
reflect local culture. Ongoing technical, human, and organizational supports on all of
these issues are needed to ensure access and effective use of ICT.

Resource Constrained Contexts: The total cost of ICT ownership is considerable:

training of teachers and administrators, connectivity, technical support, and software,
amongst others. When bringing ICT into classrooms, policies should use an incremental
pathway, establishing infrastructure and bringing in sustainable and easily upgradable
ICT.

Schools in some countries have begun allowing students to bring their own mobile
technology (such as laptop, tablet, or smartphone) into class rather than providing such
tools to all students an approach called Bring Your Own Device. However, not all families
can afford devices or service plans for their children. Schools must ensure all students
have equitable access to ICT devices for learning.

Lesson 2 Part 2: Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access
both within and across countries, as well as the gap between people with and without the
digital literacy and skills to utilize media and internet.

The digital divide both creates and reinforces socio-economic inequalities of the world's
poorest people. Policies need to intentionally bridge this divide to bring media, internet,
and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official
language of instruction are less likely to have computers and internet connections at
home than students from the majority.

There is also less material available to them online in their own language, putting them at
a disadvantage in comparison to their majority peers who gather information, prepare
talks and papers, and communicate more using ICT.

Yet ICT tools can also help improve the skills of minority language students-especially in
learning the official language of instruction--through features such as automatic speech
recognition, the availability of authentic audio-visual materials, and chat functions.

Students with different styles of learning: ICT can provide diverse options for taking
in and processing information, making sense of ideas, and expressing learning.

Over 87% of students learn best through visual and tactile modalities, and ICT can help
these students "experience' the information instead of just reading and hearing it.

Mobile devices can also offer programs ("apps") that provide extra support to students
with special needs, with features such as simplified screens and instructions, consistent
placement of menus and control features, graphics combined with text, audio feedback,
ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy
error correction.

UNIT 3: Theories and Principles in the Use and Design of Technology Driven
Learning Lessons

Dale's Cone of Experience

Dale's Cone of Experience is a model that incorporates several theories related to
instructional design and learning processes. During the 1960s, Edgar Dale theorized that
learners retain more information by what they "do" as opposed to what is "heard", "read"
or "observed". His research led to the development of the Cone of Experience. Today,
this "learning by doing" has become known as "experiential learning" or "action learning".
The cone is diagramed and explained in the next sections.

How Can Instructors Use the Cone of Experience?

According to Dale's research, the least effective method at the top, involves learning from
information presented through verbal symbols, i.e., listening to spoken words.

The most effective methods at the bottom, involves direct, purposeful learning
experiences, such as hands-on or field experience. Direct purposeful experiences
represents reality or the closet things to real, everyday life.

The cone charts the average retention rate for various methods of teaching. The further
you progress down the cone, the greater the learning and the more information is likely
to be retained.

It also suggests that when choosing an instructional method it is important to remember

that involving students in the process strengthens knowledge retention.

It reveals that "action-learning" techniques result in up to 90% retention. People learn best
when they use perceptual learning styles. Perceptual learning styles are sensory based.

The more sensory channels possible in interacting with a resource, the better chance that
many students can learn from it. According to Dale, instructors should design instructional
activities that build upon more real-life experiences.

Dales' cone of experience is a tool to help instructors make decisions about resources
and activities. The instructor can ask the following:

Where will the student's experience with this instructional resource fit on the cone? How
far is it removed from real-life?

What kind of learning experience do you want to provide in the classroom?

How does this instructional resource augment the information supplied by the textbook?
What and how many senses can students use to learn this instructional material?

Does the instructional material enhance learning?

UNIT 3 - Continuation

Require Learner Participation

Allow them to construct knowledge as opposed to trying to "teach" them knowledge.

Feedback must be provided to the learner before any type of evaluation is conducted

Be sure to incorporate questions and answers, discussions, group work, hands-on

activities, and other ways of getting students actively involved in the learning of the
content. Provide opportunities for learners to practice the capability being taught.
Educators have long realized that participation in the learning process by the learner
enhances learning.

John Dewey urged reorganization of the curriculum and instruction to make student
participation a central part of the process.

B. F. Skinner demonstrated that instruction providing for constant reinforcement of

desired behaviors is more effective than instruction in which responses are not reinforced.

Evaluate Student Performance:

You must evaluate the instruction process from start to finish using the objectives you
created in the beginning. It is helpful to reflect on your objectives, the instructional
strategy, the instructional materials, and the assessment.

By evaluating the learners against the objectives it can be determined if the lesson was
effective and whether any step needs to be modify or re-examined.

ASSURE MODEL

The ASSURE model supports the field of educational technology. It is based the
principalthat no one student acquires information in the same way. Analyze the learners,
State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials,
Require learner Participation, and Evaluate and Revise.

UNIT 4: ICT in Various Content Areas

21st Century Literacy Skills-Digital Literacy Skills

As teachers adjust their teaching to effectively match the new digital world of information
and communication technology, they must be clear on what basic knowledge, skills and
values needed to be developed by digital learners.

These basic literacies will not replace the 3 Rs (reading, writing and arithmetic), but they
will be complemented by six essential skills to equip students for success in the millennial
world. Rather than call them literacy skills, these are better referred to as fluency skills
conveying the ease and facility in acquiring and using them. These are:

Solution Fluency

This refers to the capacity and creativity in problem solving. It requires whole brain
thinking executed when students define a problem, design the appropriate solution, apply
the solution, and assess the process and result.

Information Fluency
This involves 3 subsets of skills, namely:

1. An ability to access information, access may involve not only of the internet, but
other sources like application software.
2. An ability to retrieve information, retrieved information may include not only texts,
but images, sound and video. The searches must be perceptive of trends in the
digital info scope, in the accuracy of data and in the methodology for data
gathering. Retrieved information may include not only texts but images, sound and
video.
3. An ability to reflect on, assess and rewrite for instructive information packages.

Collaboration Fluency

This refers to teamwork with virtual or real partners in the online environment. There is
virtual interaction in social networking and online gaming domains. Distance has been
abridged, such that learning comes to an exciting potential for partnership in discovery
learning. Individual and school to school partnership are now possible for multi-
culturallearning.

Media Fluency

Media refers to channels of mass communication (radio, television, magazines,

advertising, graphic arts) or digital sources. There is a need for an analytical mind to
evaluate the message in a chosen media, as well as a creative ability to publish digital
messages.

Creative Fluency

Artistic proficiency adds meaning by way of design, art, and story-telling to package a
message. Front, color, patterns, layout are elements to creative fluency. Templates for
PowerPoint presentation and blogs are available for free access in the internet.

Digital Ethics

The digital citizen is guided by principles of leadership, global responsibility,

environmental awareness, global citizenship, and personal accountability. Sad to say,
digital world is not free from those who exploit the digital space for personal selfish
commercial and criminal activities.

Instructional Design Models:

Gagne's Nine Events

a. Gain attention: Obtain students' attention so that they will watch and listen while the
instructor presents the learning content. Utilize ice breaker activities, current news and
events, case studies, You Tube videos, and so on. The object is to quickly grab student
attention and interest in the topic.

Utilize tools such as clickers and surveys to ask leading questions prior to lecture, survey
opinion, or gain a response to a controversial question. In online and hybrid courses, use
the discussion board for current news and events, to discuss a controversial topic, or to
comment on media.

b. Inform learners of objectives: Allow students to organize their thoughts and prioritize
their attention regarding what they are about to learn and do.

Include learning objectives in lecture slides, the syllabus, and in instructions for activities,
projects, papers, and so on. In online and hybrid courses, include learning objectives in
introductory course materials, module pages, lecture slides, and the syllabus, as well as
in instructions for activities, projects, papers, and so on.
c. Stimulate recall of prior learning: Encourage students to build on previous
knowledge or skills. Recall events from previous lectures, integrate results of activities
into the current topic, and/or relate previous information to the current topic. In online and
hybrid courses, provide discussion board forums as part of "gaining attention" with a focus
on relating the previous topic to the current topic.

d. Present the content: Show and explain the material you want students to learn. Utilize
a variety of methods including lecture, readings, activities, projects, multimedia, and
others. Present or post content via a learning management system to allow students to
access the materials outside of course meeting times.

In face-to-face courses, integrate the use of clickers to keep student attention during
content presentation. In online and hybrid courses, integrate the use of interactive tools
like discussion boards, wikis, blogs, and polls.

e. Provide "learning guidance": Provide students with instructions on how to learn, such
as guided activities or common pitfalls.With learning guidance, the rate of learning
increases because students are less likely to lose time or become frustrated by basing
performance on incorrect facts or poorly understood concepts.

Include detailed information such as rubrics for projects and activities. Provide
expectations, instructions, and timelines.

f. Elicit performance (practice): Allow students to apply knowledge and skills learned.
Encourage students to apply what they are learning in group or individual projects and
activities, written assignments, lab practicals, and so on.

Scaffold high-stakes assessments with smaller activities so students can practice and
receive feedback before turning in something for a larger grade.

g. Provide feedback: Give students feedback on individualized tasks, thereby correcting

isolated problems rather than having little idea of where problems and inconsistencies in
learning are occurring.

Provide detailed feedback on assignments showing students what was done correctly,
what must be improved, and include explanations. Utilize rubrics when possible. Give
formative feedback on smaller assignments as well as summative feedback on larger
assessments. Utilize tools such as Turnitin or change tracking in a word processor to
quickly give feedback to large audiences. Provide feedback to discussion boards in online
courses. Utilize peer-evaluation and self-evaluation or self-assessment methods.

h. Assess performance: Help students identify content areas they have not mastered.
Utilize a variety of assessment methods including exams/quizzes, written assignments,
projects, and so on. Utilize rubrics when grading activities that are not standard exam and
quiz questions. Ensure that students have practiced and received feedback prior to high
stakes assessments.

Enhance retention and transfer to the job:

Prepare students to apply information to personal contexts. This increases retention by

personalizing information. Provide opportunities for students to relate course work to their
personal experiences when designing essays and projects.

Provide opportunities for discussion in small groups or using a discussion board. Allow
students to reflect on what they have learned and how they will use that knowledge or
those skills in the future. Have students create a reference for their future selves that
summarizes what they have learned.

Bloom's Revised Taxonomy

There are six levels of cognitive learning according to the revised version of Bloom's
Taxonomy.
Each level is conceptually different. The six levels are remembering, understanding,
applying, analyzing, evaluating, and creating.

Using Bloom's Revised Taxonomy in Assessment

These levels can be helpful in developing learning outcomes because certain verbs are
particularly appropriate at each level and not appropriate at other levels (though some
verbs are useful at multiple levels).

Remember

Definition: retrieve, recall, or recognize relevant knowledge from long-term memory (e.g.,
recall dates of important events in U.S. history, remember the components of a bacterial
cell).

Appropriate learning outcome verbs for this level include: cite, define, describe, identify,
label, list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state,
tabulate, and tell.

Understand

Definition: demonstrate comprehension through one or more forms of explanation (e.g.,

classify a mental illness, compare ritual practices in two different religions).

Appropriate learning outcome verbs for this level include: abstract, arrange, articulate,
associate, categorize, clarify, classify, compare, compute, conclude, contrast, defend,
diagram, differentiate, discuss, distinguish, estimate, exemplify, explain, extend,
extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate, summarize,
transform, and translate.

Apply

Definition: use information or a skill in a new situation (e.g., use Newton's second law to
solve a problem for which it is appropriate, carry out a multivariate statistical analysis
using a data set not previously encountered).

Appropriate learning outcome verbs for this level include: apply, calculate, carry out,
classify, complete, compute, demonstrate, dramatize, employ, examine, execute,
experiment, generalize, illustrate, implement, infer, interpret, manipulate, modify, operate,
organize, outline, predict, solve, transfer, translate, and use.

Analyze

Definition: break material into its constituent parts and determine how the parts relate to
one another and or to an overall structure or purpose (e.g., analyze the relationship
between different flora and fauna in an ecological setting; analyze the relationship
between different characters in a play; analyze the relationship between different
institutions in a society).

Appropriate learning outcome verbs for this level include: analyze, arrange, break down,
categorize, classify, compare, connect, contrast, deconstruct, detect, diagram,
differentiate, discriminate, distinguish, divide, explain, identify, integrate, inventory, order,
organize, relate, separate, and structure.

Evaluate

Definition: make judgments based on criteria and standards (e.g., detect inconsistencies
or fallacies within a process or product, determine whether a scientist's conclusions follow
from observed data, judge which of two methods is the way to solve a given problem,
determine the quality of a product based on disciplinary criteria).
Appropriate learning outcome verbs for this level include: appraise, apprise, argue,
assess, compare, conclude, consider, contrast, convince, criticize, critique, decide,
determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend,
review, score, select, standardize, support, test, and validate.

Create

Definitions: put elements together to form a new coherent or functional whole; reorganize
elements into a new pattern or structure (design a new set for a theater production, write
a thesis, develop an alternative hypothesis based on criteria, invent a product, compose
a piece of music, write a play).

Appropriate learning outcome verbs for this level include: arrange, assemble, build,
collect, combine, compile, compose, constitute, construct, create, design, develop,
devise, formulate, generate, hypothesize, integrate, invent, make, manage, modify,
organize, perform, plan, prepare, produce, propose, rearrange, reconstruct, reorganize,
revise, rewrite, specify, synthesize, and write.

UNIT 5: Merrill's Principle of Instruction

Founded by M. David Merrill, a noted educational researcher and teacher. There are five
core principles that center on task-based learning. He suggests that truly effective
learning experiences are rooted in problem-solving.

Keynotes:

Online learners must actively engage with the Learning content in order to fully grasp the
information and apply it in the real world. This involves a multi-phase process of activation,
demonstration, integration and other essential components.

Tips to use Merrill's Principles of Instruction in your Learning course design.

Demonstrate

For example, a visual demo of the task that outlines each step, and explores associated
behaviors and skills. To apply the demonstration principle in your Learning course design,
you might consider adding Learning videos, online training tutorials, or even image-rich
Learning infographics that showcase the main ideas.

Apply

Based on the Merrill's Principles of Instruction, this comes in the form of interactive
problem-solving and task performance. For example, online learners are encouraged to
carry out each step of the task on their own. This gives them the ability to see the
challenges and obstacles firsthand.

Activate

Acquiring the information is not enough. Online learners must also be able to link it to pre-
existing knowledge and mental schemata. In other words, to build on their current
knowledge base, which is also known as "scaffolding." This also includes past
experiences that relate to the subiect matter they are now exploring.

Integrate

The integration principle pertains to meaning and context. Online learners must have the
chance to integrate their newfound skills or knowledge into their daily lives. This may also
involve knowledge manipulation.
For instance, being able to apply the information in new or innovative ways to achieve
their goals and objectives. Integration also helps improve their motivation, as online
learners have the power to see how their online training leads to real-world benefits.

Engage

The key is to engage and motivate online learners so that they play an active role in the
learning process. Online learners have the opportunity to explore all facets of the problem
and then brainstorm possible solutions. This can be done in a myriad of ways. From
working together in online groups to see things from different perspectives to participating
in interactive scenarios autonomously.

Technology Enhanced Teaching Lesson Exemplars

Student Created Content

Think about what students learn and experience when they create their own digital
content. They often have to access and curate materials and put together a flow or layout.
They have to delve into the subject that they are creating the content about and learn the
application they are using to create it.

Collaborative Learning

Our ability to collaborate via digital tools expands everyday thanks to a seemingly endless
array of Internet based applications that enable us to do things like edit documents as a
team, communicate face-to-face no matter where we are, use interactive whiteboards that
allow for simultaneous edits, and so on.

Active Learning

Whatever types of active learning you pursue (Project Based, Experiential, Constructivist,
Experiential, etc.), there are countless free tools available to today's student and
educators via the Internet that can be used in active learning class work and assignments.
Get engaged, have fun, and create something while you apply what you are learning.

Personal Learning Networks

While the PLN would seem better suited towards older students, the fact is that when kids
engage with each other via social media sites like Instagram or Snapchat, they are using
and evolving their own Personal Learning Network. Combining the ease of access via the
Internet with the wealth of available expertise and the fundamental concept of 'networking'
makes today's PLNs rich with rewarding, interactive learning and collaborating
possibilities.

Mobile Learning

Mobile Learning has never been more ubiquitous and empowering than it is today. As the
world's population embraces the power, availability, and widespread use of the smart
phone, the tablet, and emerging devices like Google Glass and other wearable
technology, we have information at our fingertips (and other sensory interfaces) in ways
barely imaginable in the past.

Competency Based Learning

Adaptive learning technologies have made competency-based learning one of the most
exciting evolutionary steps in the learning process, and the awarding of credentials, in
centuries. This concept can be applied in day-to-day learning using a growing array of
adaptive learning tools like Moby Max.

Social Learning
Bandura's Social Learning Theory posits that "people learn from one another, via
observation, imitation, and modeling". This holds for digital networking as it does for
traditional face-to-face social interactions. Many of today's digital learning tools and
techniques incorporate a social element.

Flipped Teaching & Learning

It is an instructional strategy and a type of blended learning which aims to increase

student engagement and learning by having students complete readings at home and
work on live problem-solving during class time.