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Rescooped by Tamima Jurdak from Into the Driver's Seat!

Mimi Ito & Katie Salen - The Essence of Connected Learning Environments | Connected Learning

Mimi Ito & Katie Salen - The Essence of Connected Learning Environments | Connected Learning | Educational Technologies in learning |

From the website




Where did connected learning's principles come from and how can they be applied to create effective learning environments?


Mizuko Ito is a cultural anthropologist of technology use, and is Professor in Residence, John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning, and the Research Director of the Digital Media and Learning Hub at the University of California, Irvine.


Katie Salen locates her work in the field of game design and serves as the Executive Director of a non-profit called the Institute of Play that is focused on games and learning. She is also Professor of Games and Digital Media at DePaul University.


Both Mimi and Katie are Principal Investigators in the Connected Learning Research Network project Leveling Up, which investigates the learning dynamics of interest-driven online groups that support academically-relevant knowledge seeking and expertise development.

Via Jim Lerman
Jim Lerman's curator insight, January 11, 2013 9:50 PM

This promises to be a particularly interesting webinar; both Ito and Salen are very prominent in their fields.

Rescooped by Tamima Jurdak from Into the Driver's Seat!

Flipping Bloom’s Taxonomy | Powerful Learning Practice

Flipping Bloom’s Taxonomy | Powerful Learning Practice | Educational Technologies in learning |

By Shelley Wright


"I think the revised Bloom’s Taxonomy is wrong. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong.


"Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.


"I dislike the pyramid because it creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.


"I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.

Here’s what I propose. In the 21st century, we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.

Via Jim Lerman
Jim Lerman's curator insight, January 3, 2013 2:40 PM

I think Wright has a good point here, albeit a bit overemphasized in her intro. Indeed, we do not always need to start with Remembering in an instructional sequence. From the beginning, advocates of Bloom's conceptual framework (at least those I encountered), urged a balance of objectives, from diverse levels, in any learning sequence. The sequencing of the levels in the learning ought to be designed with the overall intended outcomes in mind.


Ultimately, I think variety is the spice of learning. In order to keep instruction engaging, units should have varying structures. In order to sustain interest, we don't want our approaches to get stale. Starting with Creating once in a while, or even often, can be a great idea. But, if it's overused, it too can become boring.


Also to be remembered is that the Cognitive domain is only one of three domains described by Bloom. The other are the Affective and the Psychomotor. We are suffering from an overemphasis on the Cognitive and underemphasize the Affective and Psychomotor to our, and our students', disadvantage.