scholarly journals Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom’s Taxonomy and Studio Habits of Mind

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Elizabeth Johnston ◽  
Cheryl Burleigh ◽  
Xeno Rasmusson ◽  
Patrick Turner ◽  
Drena Valentine ◽  
...  
Keyword(s):  
Higher Education ◽  
Bloom's Taxonomy ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Habits Of Mind ◽  
Open Educational Resource ◽  
Pedagogical Model ◽  
Online Higher Education ◽  
Bloom’S Taxonomy ◽  
Studio Habits Of Mind

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.

Bloom's Taxonomy as a Pedagogical Model for Signals and Systems

2014 ◽  
Vol 51 (2) ◽  
pp. 162-173 ◽  
Author(s):  
A. A. Ursani ◽  
A. A. Memon ◽  
B. S. Chowdhry
Keyword(s):  
Bloom's Taxonomy ◽  
Pedagogical Model ◽  
Bloom’S Taxonomy

scholarly journals Enhancing Learners’ Academic Performances Using Student Centered Approaches

2020 ◽  
Vol 15 (16) ◽  
pp. 4
Author(s):  
Preeti Jaiswal ◽  
Abdulghani Al-Hattami
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Acquisition ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Student Centered ◽  
Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

scholarly journals TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES

2020 ◽  
Vol XLIII-B5-2020 ◽  
pp. 199-205
Author(s):  
S. Coetzee ◽  
V. Rautenbach ◽  
A. Çöltekin ◽  
C. Pettit ◽  
M. Madden ◽  
...  
Keyword(s):  
Higher Education ◽  
Web Search ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Trade Offs ◽  
Quality Checks

Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teaching materials. In order to better understand their difficulties and further refine the metadata for describing educational resources that are used for geospatial purposes specifically, we asked a number of participants to describe geospatial educational resources according to four sets of metadata attributes. This paper presents the results of the study and recommends a set of metadata attributes that are specifically useful for geospatial educational resources. Implementation trade-offs are discussed, e.g., deciding between metadata attributes that are very specific or more generic, and catalogue entries that are immediately available to Web search engines without any quality checks vs. catalogue entries that are moderated by a community of educators before publishing them. By providing metadata about geospatial educational resources, the international geospatial community can contribute to the UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

Benchmarking higher education programs through alignment analysis based on the revised Bloom’s taxonomy

2018 ◽  
Vol 25 (8) ◽  
pp. 2828-2849 ◽  
Author(s):  
Kwok Hung Lau ◽  
Tri Khai Lam ◽  
Booi Hon Kam ◽  
Mathews Nkhoma ◽  
Joan Richardson
Keyword(s):  
Higher Education ◽  
Bloom's Taxonomy ◽  
Assessment Methods ◽  
Academic Programs ◽  
National Standards ◽  
Education Programs ◽  
Content Type ◽  
Business Programs ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

Purpose The purpose of this paper is to propose a scalable quantitative approach to evaluate alignment within and between courses and programs in higher education for benchmarking purpose. Design/methodology/approach The revised Bloom’s taxonomy, which combines a cognitive process dimension and a knowledge dimension, is used as a basis for categorizing national standards, program and course learning outcomes (CLOs) and assessment methods. Alignments between programs and national standards, programs and courses and assessment tasks and courses are then measured using a series of Cohen’s κ statistics. Two undergraduate business programs offered at an Australian university were used as examples to demonstrate the proposed method as an alignment evaluation tool. Findings The findings reveal that the two sample programs are better aligned with national standards than with their respective constituent courses. The degree of alignment between CLOs and assessment methods varies from course to course within the programs. This might be related to the lack of clarity of some learning outcome statements and the complexity of certain assessment methods. Research limitations/implications This study lends insight into the use of an alignment mapping for benchmarking academic programs in higher education. To serve mainly as an illustration of the proposed approach, the case study is limited to two undergraduate business programs offered at the same university. Practical implications Universities can use the proposed approach to benchmark their academic programs against the national standards and similar programs offered by other competing educational institutions. The alignment indices can also serve as yardsticks to continuously improve the consistencies within and among academic programs to ensure quality. Originality/value The proposed method offers a consistent basis to compare the degrees of alignment of different higher education programs with national standards and their respective constituent courses, hence enabling benchmarking for continuous improvement. It also reveals how the alignment between different parameters in teaching and learning can be improved, thereby facilitating incremental learning and enhancing student performance.

scholarly journals Developing Academic Leaders: Evaluation of a Leadership Development Intervention in Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199181
Author(s):  
Asia Zulfqar ◽  
Martin Valcke ◽  
Uzma Quraishi ◽  
Geert Devos
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Behaviors ◽  
Development Program ◽  
Bloom's Taxonomy ◽  
Future Research ◽  
Academic Leaders ◽  
Bloom’S Taxonomy ◽  
The Impact

Leadership development is not considered as a core component in higher education policies specifically when we examine the higher education polices of developing countries. To fill this gap, an intervention is designed to evaluate the impact of a leadership development program in academic leaders. The prime objective of this intervention was to promote awareness among university deans and heads by adopting transformational leadership in their leadership practices. An experimental research design was adopted to map the effects of a 6-week intervention and to evaluate the variations in related six transformational leadership behaviors. Up to 37 academic deans and heads from public universities were involved in this research. Content analysis was carried out to analyze the collected data. Bloom’s taxonomy was adopted as a framework for the analysis. Three lower levels of Bloom’s taxonomy were used to identify the awareness indicators. An extensive increase in awareness levels was identified in relation to all six transformational leadership behaviors, and more specifically, a prominent progress was observed at the application level. In addition to implications and limitations, directions for future research were also discussed.

scholarly journals Bloom's Taxonomy to Improve Teaching-Learning in Introduction to Programming

2021 ◽  
Vol 11 (3) ◽  
pp. 148-153
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Higher Education ◽  
Programming Languages ◽  
Learning Strategies ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Science Courses ◽  
Computer Science Courses ◽  
Bloom’S Taxonomy ◽  
Definition Of ◽  
Teaching Learning

Students in computer science courses entering higher education begin with computer thinking and programming languages in a curricular unit (CU) that can be referred to in various ways, like CS1 or programming fundamentals. This CU is very important for the academic and professional path of those students. Teachers and those responsible for those courses must carefully define the learning objectives, the learning strategies and the assessment of this teaching-learning. Bloom's taxonomy, in its different variations, is a powerful tool that helps in these tasks and that gives clear indications on the language that is to be used - which is useful for perceiving both the level of colleagues and the level of accreditations and assessments of courses. This article provides a detailed description of Bloom's taxonomy and its changes over the years. Studies carried out in the context of teaching fundamentals of programming and using Bloom's taxonomy are listed and analyzed. In the end, the conclusions and the definition of future works are made.

scholarly journals Teacher Awareness and Adoption of Bloom’s Taxonomy in Higher Education Institutions in Bhutan: A Case Study of Gedu College of Business Studies

2021 ◽  
pp. 1-12
Author(s):  
Dawa Drakpa ◽  
Kalpak Chaudhuri ◽  
Sonam Zangmo ◽  
Karma Yangchen
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Study Design ◽  
Higher Education Institutions ◽  
Bloom's Taxonomy ◽  
Business Studies ◽  
Bloom’S Taxonomy ◽  
Teaching Faculty ◽  
College Of Business

Aims: The purpose of this study is to identify the teacher’s awareness and adoption of bloom’s taxonomy in-class assessment (examination) by teachers of Gedu College of Business Studies (GCBS), Bhutan. Study design: The descriptive and content analysis was applied. Place and Duration of Study: Teaching faculty of GCBS and exam question paper for the year June 2020 was studied. The study was conducted between June 2019 and December 2020. Methodology: The census survey was done with 63 teachers of which 48 responded (38 men, 10 women). The teachers’ awareness of Bloom’s taxonomy was assessed in terms of knowledge and information received on bloom’s taxonomy, and the exam question paper was analyzed to comprehend, how adequately teachers have adopted bloom’s taxonomy in the assessment of the student. Results: Results revealed that all the GCBS teachers are aware of the concepts and the majority think that their understanding of the concepts is good and above (79.2%). Though teachers are aware and familiar with bloom’s taxonomy concepts, those concepts were not used accordingly in preparation for the exam paper. The overall marks distributed in six levels of Bloom's taxonomy show that exam paper questions are slightly skewed to the lower level of Bloom's taxonomy. Conclusion: Without a careful mapping of questions according to Bloom's taxonomy, the examination will not yield the desirable objective of the module.

scholarly journals The Application of Bloom’s Taxonomy to Higher Education Examination Questions in Physics

2021 ◽  
Author(s):  
Samantha Louise Pugh ◽  
Jessica Gates
Keyword(s):  
Higher Education ◽  
Cognitive Skills ◽  
Bloom's Taxonomy ◽  
Metacognitive Skills ◽  
Low Level ◽  
Bloom’S Taxonomy ◽  
Careful Design

Examination papers were analysed using a methodology based on Bloom’s Taxonomy to identify the cognitive skills required to complete questions and compare these to the cognition necessary for graduate skills. This research found that examinations access mainly mid to low-level cognition such as recall and apply, while competencies required by employers tend to need higher-level cognition such as synthesis and creation, which are not as commonly tested through examinations. This paper proposes that careful design of examination questions using different measurable verbs could be more effective at encouraging development of higher-level metacognitive skills in formal examinations.

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