USING PREFAB LEARNING ACTIVITIES

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USING PREFAB LEARNING ACTIVITIES

• KUMC LUNCH N LEARN
• FEBRUARY 13, 2007
• CHRIS GARRETT

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What are Prefab Activities?

• Teaching / Learning Templates
• Sharable
• Customizable

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Why Use Prefab Activities?

• To add interactivity to courses
• To use assets already developed rather than
  reinventing
• To enhance learning

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BLOOMS TAXONOMY
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Where Are Prefab Activities?

• Angel Repository
• SCORM Packages
• TLT Slam Activities
• Other stuff
• Quia / Raptivity
• Merlot

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KNOWLEDGE

• Recall data or information.
• Define, describe, identify, know, label, list,
  match, name, outline, recall, recognize,
  reproduce, select, state.

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COMPREHENSION

• Understand the meaning, translation,
  interpolation, and interpretation of instructions
  and problems.
• State a problem in one's own words.
• Comprehend, convert, defend, distinguish,
  estimates, explain, extend, generalize, give
  examples, infer, interpret, paraphrase, predict,
  rewrite, summarize, translate.

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APPLICATION

• Use a concept in a new situation or unprompted
  use of an abstraction.
• Apply what was learned in the classroom into
  novel situations in the work place.
• Apply, change, compute, construct, demonstrate,
  discover, manipulate, modify, operate, predict,
  prepare, produce, relate, show, solve, use.

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ANALYSIS

• Separate material or concepts into component
  parts so that its organizational structure may be
  understood.
• Distinguish between facts and inferences. 
• Analyze, break down, compare, contrast, diagram,
  deconstruct, differentiate, discriminate,
  distinguish, identify, illustrate, infer,
  outline, relate, select, separate.

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SYNTHESIS

• Build a structure or pattern from diverse
  elements.
• Put parts together to form a whole, with emphasis
  on creating a new meaning or structure.
• Categorize, combine, compile, compose, create,
  devise, design, explain, generate, modify,
  organize, plan, rearrange, reconstruct, relate,
  reorganize, revise, rewrite, summarize, tell,
  write.

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EVALUATION

• Make judgments about the value of ideas or
  materials.
• Appraise, compare, conclude, contrast, criticize,
  critique, defend, describe, discriminate,
  evaluate, explain, interpret, justify, relate,
  summarize, support.

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RECEIVING PHENOMENA

• Awareness, willingness to hear, selected
  attention.
• Ask, choose, describe, follow, give, hold,
  identify, locate, name, point to, select, sit,
  erect, reply, use.

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RESPONDING TO PHENOMENA

• Active participation on the part of the
  learners. Attends and reacts to a particular
  phenomenon. Learning outcomes may emphasize
  compliance in responding, willingness to respond,
  or satisfaction in responding (motivation).
• Answer, assist, aid, comply, conform, discuss,
  greet, help, label, perform, practice, present,
  read, recite, report, select, tell, write.

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VALUING

• The worth or value a person attaches to a
  particular object, phenomenon, or behavior. This
  ranges from simple acceptance to the more complex
  state of commitment. Valuing is based on the
  internalization of a set of specified values,
  while clues to these values are expressed in the
  learners overt behavior and are often
  identifiable. 
• Complete, demonstrate, differentiate, explain,
  follow, form, initiate, invite, join, justify,
  propose, read, report, select, share, study,
  work.

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ORGANIZING

• Organizes values into priorities by contrasting
  different values, resolving conflicts between
  them, and creating an unique value system.  The
  emphasis is on comparing, relating, and
  synthesizing values. 
• Complete, demonstrate, differentiate, explain,
  follow, form, initiate, invite, join, justify,
  propose, read, report, select, share, study,
  work.

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INTERNALIZING VALUES

• Has a value system that controls their
  behavior. The behavior is pervasive, consistent,
  predictable, and most importantly, characteristic
  of the learner. Instructional objectives are
  concerned with the student's general patterns of
  adjustment (personal, social, emotional).  
• Act, discriminate, display, influence, listen,
  modify, perform, practice, propose, qualify,
  question, revise, serve, solve, verify.

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PERCEPTION

• The ability to use sensory cues to guide motor
  activity.  This ranges from sensory stimulation,
  through cue selection, to translation.  
• Choose, describe, detect, differentiate,
  distinguish, identify, isolate, relate, select.

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SET

• Readiness to act. It includes mental, physical,
  and emotional sets. These three sets are
  dispositions that predetermine a persons
  response to different situations (sometimes
  called mindsets).
• Begin, display, explain, move, proceed, react,
  show, state, volunteer.

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GUIDED RESPONSE

• The early stages in learning a complex skill that
  includes imitation and trial and error. Adequacy
  of performance is achieved by practicing.
• Copy, trace, follow, react, reproduce, respond.

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MECHANISM

• This is the intermediate stage in learning a
  complex skill. Learned responses have become
  habitual and the movements can be performed with
  some confidence and proficiency.
• Assemble, calibrate, construct, dismantle,
  display, fasten, fix, grind, heat, manipulate,
  measure, mend, mix, organize, sketch.

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COMPLEX OVERT RESPONSE

• The skillful performance of motor acts that
  involve complex movement patterns. Proficiency is
  indicated by a quick, accurate, and highly
  coordinated performance, requiring a minimum of
  energy. This category includes performing without
  hesitation, and automatic performance. For
  example, players are often utter sounds of
  satisfaction or expletives as soon as they hit a
  tennis ball or throw a football, because they can
  tell by the feel of the act what the result will
  produce.
• Assemble, calibrate, construct, dismantle,
  display, fasten, fix, grind, heat, manipulate,
  measure, mend, mix, organize, sketch.

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ADAPTATION

• Skills are well developed and the individual can
  modify movement patterns to fit special
  requirements.
• Adapt, alter, change, rearrange, reorganize,
  revise, vary.

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ORIGINATION

• Creating new movement patterns to fit a
  particular situation or specific problem. 
  Learning outcomes emphasize creativity based upon
  highly developed skills.
• Arrange, build, combine, compose, construct,
  create, design, initiate, make, originate.