Appropriate Applications for My Teaching and Learning

Bloom's Taxonomy and Microsoft Applications

The fundamental concepts of Bloom’s original Taxonomy and revised taxonomy (Figures 1 and 2, respectively) (Bloom et al; 1956; Anderson and Krathwohl, 2001; Krathwohl, 2002; Teaching & Learning, 2016) are regularly integrated into my teaching to assist learning of my students, for which I employ Microsoft applications in varying styles. For instance, in my micro-teach lesson which was on the topic of ‘productivity – efficiency and effectiveness’, I employed Microsoft PowerPoint application to deliver the lesson along a certain structure as well as help me prompt questions to students to stir and provoke their reflective thinking, at right and planned stages of my lesson (as per my lesson plan). I also had graph(s) and mathematical equation(s) on my PowerPoint slides to show to students at appropriate stages of my lecture according to my lesson plan.

With reference to Figures 1 and 2, almost all the tiers were embedded in the micro-teach lesson to varying degrees. For instance, the existing knowledge of the students was checked with the first question following the Introduction of the lesson to the students i.e. what is productivity – (which popped up on my PowerPoint slide at the planned stage of the lecture). Then their answers were noted on the white board carrying out analysis of implications of the term. I enhanced their understanding / comprehension by adding to their answers. Then implications and answers noted on the board were synthesized into two main categories i.e. efficiency/quantity and effectiveness/quality – the two parts that the productivity consists of. To cover the evaluating and creating element, I linked productivity and its implications with students own work experience and explained in an exercise that was given to them in interpersonal group discussions. This exercise helped students in these ways too: Turning in (e.g. establish difference before and after); Finding out (e.g. brain storming); Sorting out (e.g. mind mapping); Developing views (e.g. choosing a suitable case study); and Making decision (e.g. problem identification and solving). 

As for other Microsoft applications, in my supervision of dissertation projects for my students, Microsoft Excel application is employed to carry out quantitative and graphical analysis of data to derive research findings. I also have used it in my research as well as still use as an administrative tool for my teaching e.g. keeping record of students' marks and work out average mark as well as standard deviation (statistical features of the spreadsheet). I also used this application in conjunction with Microsoft Access application (which has Visual Basic Application – VBA embedded in it) during my PhD to develop a computer model for environmental risk assessment of landfill leachate. I am advancing this work by preparing doctorate research proposals for employing self-funded PhD students. As for Microsoft Word, I have my students use this application to prepare their assignments as well as I use it to prepare coursework assignment specifications for students and then place on the University’s Moodle system. In my lectures, I would also employ video clips and photos using Microsoft PowerPoint application.

Note:

For more details on my experience and use of these Microsoft applications, please see my earlier post entitled 'Personal Experience with Microsoft Applications'

Other applications

Below is an additional list of applications that I use for a number of teaching and learning objectives, internationally rather than just nationally. For instance, to enhance my research impact, communicate with experts in my research areas, professional contacts, meetings, etc.:

• Research Gate and Academic Edu
• Linked In
• Skype
• Lincs
• Facebook
• WhatsApp
• Dropbox

Moodle (Modular Object-Oriented Dynamic Learning Environment)

For this Section, see the post entitled 'Influence of the Technology on Learning Ways'. 

Kolb’s Experimental Learning Cycle 

For this Section, see the post entitled 'Influence of the Technology on Learning Ways'.

Four Main Learning Styles and Differentiation

For this Section, see the post entitled 'Influence of the Technology on Learning Ways'.

References

Anderson, L. W. and Krathwohl, D. (Eds.). 2001, A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, USA.

Bloom, B.; Englehart, M; Furst, E.; Hill, W. and Krathwohl, D. 1956, Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, USA.

Krathwohl, David R. 2002, A Revision of Bloom’s Taxonomy: An overview, Theory into Practice, Vol. 41, No. 4, pp. 212 – 218.

Teaching & Learning, 2016, Bloom’s Taxonomy, Available at: www.learningandteaching.info/learning/bloomtax.htm, Accessed: 09 January 2016.