Archive for July, 2011
Problems with Bloom’s Taxonomy?
Jul 31st
Last week or so, I came across an older article (December, 2002) from International Society for Performance Improvement that challenged the utility of Bloom’s Taxonomy on several levels. In short, Dr. Brenda Sugrue argues that Bloom’s Taxonomy is not valid, reliable or practical. Dr. Sugrue offers two alternatives which both suggest an emphasis on the application and use of knowledge. I believe there’s a great deal of truth in Dr. Sugrue’s argument, and I have a few additional thoughts. More >
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Loading ...I am available to present at conferences or to faculty groups on a variety of plenary or keynote topics, breakout presentations and workshops as well as custom training and professional development events.
Currently available and developed presentations include:
- Developing Effective Learning Outcomes & Objectives
- Continuous Improvement of Assessment Methods
- STOP Calling them the Net Generation!! (Please!)
- Personal Learning Environments in the Classroom
Further, a listing of formal conference presentations and research is available for review. Feel free to contact colleagues and clients via LinkedIn and review past recommendations.
To inquire about availability and booking for presentations focused on any topics listed on this site or to discuss ideas for a custom presentation or professional development event, please contact me via the speaking engagement inquiry form or via twitter @cmduke.
(No Ratings Yet) Loading ...Developing Effective Learning Outcomes & Objectives
(If you’re landing on the individual post page directly, this is an abstract for a conference/professional development presentation. See the speaking page for more details.)
First things first : A learning outcome and a learning objective are two distinct concepts. The delineation of the two concepts is critical to effective design of learning and assessment for a course, and subsequently, the management of assessment practices.
Assessment of learner outcomes and performance has become increasingly important in a political and accreditation environment focused on evidence, data and accountability. While institutions work to establish procedures to ensure learner assessment results are documented, reported and used to improve instruction, the success of those improvements is dependent upon or assumes the identification of quality learning outcomes, learning objectives, and learning activities. Effective learning experiences begin and end with assessment derived from defined outcomes and objectives. The focus question then is, “How do we develop effective learning outcomes and objectives?” More >
(No Ratings Yet) Loading ...Continuous Improvement of Assessment Methods
(If you’re landing on the individual post page directly, this is an abstract for a conference/professional development presentation. See the speaking page for more details.)
Assessment of learner outcomes and performance has become increasingly important in a political and accreditation environment focused on evidence, data and accountability. While institutions work to establish procedures to ensure learner assessment results are documented, reported and use to improve instruction, the demand for improving learners’ workplace readiness will drive the need for continuous improvement and innovation regarding how we assess learners. Assessment is the beginning and the end of designing and facilitating effective learning experiences. With that in mind, “How do we improve assessment methods to enhance the learning and teaching process?” More >
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