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Interactive Syllabus And Bloom’s Taxonomy

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

15

Page Numbers

11.811.1 - 11.811.15

Permanent URL

https://peer.asee.org/104

Download Count

384

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Paper Authors

author page

Mysore Narayanan Miami University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Interactive Syllabus and Bloom’s Taxonomy

Mysore Narayanan, Miami University, Ohio.

Abstract

The author is of the opinion that an effective assessment rubric based on the principles of Bloom’s Taxonomy can help the learning process by generating a constructive dialogue between the instructor and the learner. The author also favors the development of a set of course material content that includes an interactive syllabus, as opposed to a traditional syllabus. Such a system has been suggested by Clifford O. Young Sr. & Laura Howzell Young of California State University, San Bernardino. Saxe also comments that traditional teaching methods evoke learning passivity and resentment. (Saxe, 1990). With the traditional delivery methods, a course syllabus is considered to be an official contract between the instructor and the learner. Both are expected to abide by the requirements of the course and to adhere to the time constraints required for the class. On the contrary, in an interactive method of teaching, the instructor is more flexible to permit the students to revise the contents of the syllabus. It is thereby transformed into a learning contract between the instructor and the learner. It is possible to design a learning contract syllabus in such a way so that it still follows the general guidelines of the instructor. However, this time, it is more precisely matched to the learning needs of the students. A properly generated assessment rubric can easily identify that course curriculum goals and objectives have been successfully attained.

Introduction

Over the past couple of decades, the computer classroom has slowly evolved and emerged as a standard matrix for interdisciplinary dialogue. Further, it is of notable importance that this dialogue is not just between the instructor and the learner, but it is also between the learners themselves. Another interesting observation is that the learners are spread across disciplines and across continents. Interactive multimedia technology initially made its impact as a simple information storage-and-retrieval medium. Over the past thirty years this technology has revolutionized the workplace as well as the classroom. In this paper, the author describes how multimedia applications have effectively influenced and transformed present day educational methodologies.

Successful accreditation of any program requires proper documentation in two important areas. Assessment of Basic Components (ABC) and Primary Trait Analysis (PTA). Dr. Barbara E. Walvoord is Fellow of the Institute for Educational Initiatives and concurrent professor of English at the University of Notre Dame. She has been the founding director of four faculty development programs and consultant to more than 250 institutions. She is the author of the widely acclaimed book: Assessment Clear and Simple published by Jossey-Bass of San Francisco. Walvoord begins by

Narayanan, M. (2006, June), Interactive Syllabus And Bloom’s Taxonomy Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/104

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