making the framework explicit: bloom’s taxonomy redux, part 1

i recently managed to get my hands on bloom’s handbook. this is where he introduces, describes and proposes the taxonomy and thinking behind it, so it has been pretty gripping reading! i also found it enlightening to read the primary source for such a foundational theory. i think it’s one of the most commonly referred…

ideas on learning new fields

i’ve a friend at work. she’s one of those amazingly high-energy, wildly enthusiastic people! recently, when i was telling her about a wild associative moment i had in placing malta in my web of (extremely!) random trivia, she said wistfully that she reads a lot but can’t pull up the information when she wants to.…

your attention, please!

…this ID is backing up!┬átoday i wondered about the definition of “attention”. (yes, i’m weird like that.) i have a problem with people spouting theories without clearly defining what they mean (ref Keller’s ARCS). in eLearning, we have a by-now-hard-coded notion of what strategies should be like to gain the learner’s attention, without ever having…

subjecting objectives to scrutiny (part 2)

earlier, i was talking about the act of setting objectives being an act of manifestation of intention. i’d like to now touch on another aspect – objectives as proofs for the quality of *our* teaching and understanding. objectives as proof of teaching quality an objective is much more than just a brief or guideline for…

subjecting objectives to scrutiny (part 1)

while i may be paid to act on one side of the learning equation, my sympathies and spare time are very definitely directed toward the other. (which is why i feel like a roaring misfit at times, when i am expected to talk ID guff that flies in the face of my personal learning experiences!)…