Week 6 Reflection task 5 - Interactive Learning Objects

Week 6 Reflection task 5 - Interactive Learning Objects

Interactive Learning Objects (ILO’s) can be described as re-usable, digital activities that can support learning by having users interact with content via a web-based interface (Smith, 2004). Further, Turel and Gurol (2011) define ILO’s as ‘digital resources that can be saved in databases systematically and used for instructional purposes’. Obvious advantages in using ILO’s in the classroom are their re-usability and capacity to offer efficient and interactive ‘instruction of commonly taught concepts, procedures, applications, and skills’ (Blatina, Hayes & Blumsack, 2002).

The technical aspects of Interactive Learning Objects are difficult to define as the content areas and applications covered by the countless ILO’s available are many and varied. Generally speaking, ILO’s; are designed for a specific purpose (i.e. to teach skills or concepts in a given area); are reusable; present digital materials that ‘are structured in a meaningful way’ that ‘is tied to an educational objective’ (Smith, 2004, p.2); and, require interaction/participation on the part of the user.

ILO’s present opportunities to enrich learning by providing virtual learning experiences where concrete experiences are too difficult, expensive or abstract to access. For example, it is not possible for learners to ‘see’ or physically experience the process of photosynthesis; however, in engaging with an online simulation such as this, students are able to explore and interact with photosynthesis in ways that could improve their understanding of the abstract process. 

Annenberg Learning provides a website which delivers a fantastic array of quality ILO’s that are targeted to a range of year levels and KLAs. This particular simulation has learners apply different processes to rocks, and observe the changes made over time. This activity would not be physically possible in a traditional classroom (or in real time). This ILO requires users to have some prior knowledge about the processes that impact change on rocks, and types of rocks and their various forms. To achieve maximum learning benefits from this ILO, learners would ideally engage with this simulation after completing instruction related to rock cycles in order to extend and consolidate their understanding of the concepts.

Screenshot retrieved from http://www.learner.org/interactives/rockcycle/change4.html

Further examples of how Interactive Learning Objects can be applied in a primary classroom can be seen in the following table:

The surplus of ILO choices across a range of content areas requires teachers to be discriminating in their selection of ILOs for student use. To ensure Interactive Learning Objects are used to enhance a teaching and learning experience, Blatina et al. (2002) suggest teachers; select ILOs which facilitate expected lesson outcomes; familiarise themselves with an ILO prior to introducing it to learners; and, provide learners with explicit instruction in use of the ILO. According to Smith (2004), if learners can achieve a similar outcome or have an equivalent experience in other ways, there may be little advantage in using an ILO. Conversely, there are greater benefits if an ILO can provide students with the opportunity to explore something they otherwise could not (Smith, 2004).

References

BBC. (2014). Compounds and mixtures [Interactive Learning Object]. Retrieved from 

                  http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/

Blatina, T.A., Hayes, D., & Blumsack, S.L. (2002). Preparing teachers to use learning objects. 

                  Retrieved from http://technologysource.org/article/preparing_teachers_to_use_learning_objects/

International Strategy for Disaster Resolution. (n.d.). Stop disasters! [Interactive Learning Object]. Retrieved from 

                  http://www.stopdisastersgame.org/en/playgame.html

Learning Games Network. (2012). Quandary [Interactive Learning Object]. Retrieved from 

                  http://www.quandarygame.org/play

Nussbaum Education Network. (2014). Tony’s fractions pizza shop [Interactive Learning Object]. Retrieved from 

                  http://mrnussbaum.com/pizza_game/

SchoolScience. (2014). The Big Bang time machine [Interactive Learning Object]. Retrieved from 

                  http://resources.schoolscience.co.uk/STFC/bang/bang.htm

Smith, R. (2004). Guidelines for authors of learning objects. Retrieved from 

                  http://archive2.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf

Turel, Y.K., & Gurol, M. (2011). A comprehensive evaluation of learning objects-enriched instructional 

                  environments in science classes. Contemporary Educational Technology 2(4), 264-281. 

                  Retrieved from http://eds.b.ebscohost.com/

Week 6 Engagement Activity 12 - Animations and simulations: Zooburst

Week 6 Engagement Activity 12 - Zooburst

ZooBurst is a digital tool that enables users to tell stories by creating 3D 

pop-up books. Authors are supported in arranging characters and props 'within a 3D world that can be customized using uploaded artwork or items' found in the Zooburst database (Zooburst, 2012). Completed books can be shared with a global audience through the provision of a hyperlink which can easily be embedded in any website or blog. 'Authors can also maintain a moderated discussion forum for each book, providing a virtual space' for interaction and communication about the text (Zooburst, 2012).  

In playing around with Zooburst I initially found it difficult to navigate (there is a detailed user guide available for download which improves usability here). The free site enables users to select from a wide range of clip art images and templates, or upload images from their own computer, which can then be arranged on pages using a drag and drop tool. Once the characters are in place, there is the option to assign them speech via a speech bubble, in addition to narrating the story via text on each page. 

I would have loved to augment the text and image options with audio however, this was a 'premium' option only available to paying account holders. 

Here is my first attempt at creating a digital story using Zooburst:

Week 6 Engagement Activity 5: Interactive Learning Objects

Video created using Blabberize

Week 6 Engagement Activity 5: Exploring Interactive Learning Objects

Darfur is Dying: 

The first simulation I explored this week was Darfur is Dying, a viral video game which gives users a glimpse into the lives and experiences of Sudanese refugees in Darfur.  This online simulation presents themes of violence and the impacts of war by having players attempt to keep their 'characters' alive, (and their refugee camp functioning) in the face of impending militia attacks. 

I found this simulation entirely too confronting due to the 'realistic' elements and issues being represented. For example, when required to find water for the village whilst being chased by gun-toting militants, the actions of your character slow down as he/she tires, resulting in frantic pressing of buttons to save your character's life. 

Screenshot retrieved from http://www.darfurisdying.com/index.html

In my opinion, this particular simulation would not be appropriate to present to primary learners. Some students may become upset by the confronting themes presented, and others may not understand the significance of the issues that the simulations are attempting to address. 

This particular exploration has demonstrated to me the importance of familiarising oneself with a digital tool prior to introducing it to learners!

Week 5 Reflection task 4 - Glogster

Reflection task 4 - Technology group 3: Glogster

Meme created using Make a meMatic app for iPhone

Glogster is regarded by some as a ‘virtual scrapbooking tool’, where digital bits and pieces are arranged, presented and uploaded to an online audience.

I see Glogster as so much more!

A dynamic, interactive, multimedia platform, Glogster is a digital tool that has endless possibilities in a primary school classroom. While initially developed as a social networking platform for teenagers, the development of GlogsterEDU has equipped teachers and students with a tool that is capable of transforming learning experiences (GlogsterEDU,2014). A Web 2.0 tool, glogs (or graphical blogs) allow users to create and publish digital ‘posters’ via an interface which enables the amalgamation and organisation of text, images, audio, video, static and interactive graphics, and data. Once signed up to GlogsterEDU via a simple process, educators are able to invite their learners to participate in, generate, collaborate on, and share glogs at individual, classroom and school levels; presenting opportunities for use as collaborative learning spaces (Gorman, 2010). 

Glogs are generated through the use of a ‘simple drag and drop function’ which enables users to place digital media items onto a blank canvas or chosen template (GlogsterEDU, 2014). An array of interactive graphics, templates and special effects are already available for use in Glogster and there is also the capacity to upload and insert YouTube videos, digital images and audio files. Initial forays in glog creation can be frustrating, as users attempt to navigate the drag and drop process; however, the ability to control this function improves after recurrent use of the program. 

Examples of how blogs can be used as tools to present information, ideas and learning experiences across a unit of work can be seen here. As a teacher, being the sole creator and presenter of these particular blogs, their use in a classroom sits within the Substitution and Augmentation levels of the SAMR model. However, if learners were to generate and publish similar glogs, this would elevate their application as a learning tool to the levels of Modification and Redefinition. This document created by GlogsterEDU presents some fantastic examples of how glogs can be used as a digital learning tool. It includes lesson plans, rubrics and links to additional media resources.

Further examples of how Glogster can be used within the context of a primary classroom can be seen in the following table:

References

GlogsterEDU. (2014). The standard for digital learning and online curriculum. Retrieved from                              
                       
                        http://edu.glogster.com/what-is-glogster-edu

Gorman, M. (2010, October 10). Changes at Glogster…great info and links for all levels of users [Web log 

                        post]. Retrieved July 29, 2014 from 

                        http://21centuryedtech.wordpress.com/2010/10/10/changes-at-glogster-great-info-and-

                        links-for-all-levels-of-users/

Roche, C. (2011, May 28). Glogster in the classroom [Web log post]. Retrieved July 28, 2014 from 

                        http://techmeetsed.com/2011/05/28/glogster-in-the-classroom/

Week 5 Engagement Activity - Creating a Glogster

Creating a Glogster

My name is Paula...and I am addicted to Glogster! Throughout my three years as a BLM student I have created and presented several blogs for various courses, and for use within primary classrooms. I find them to be a great 'hub' for storing, presenting and linking learners/viewers to the information they might need during a unit of work. Included here are a couple of blogs I have previously created which combine multimedia elements such as audio files, videos, hyperlinks, images, text and interactive icons. The first Glogster was created for a Year 4 Technology unit, and includes an engaging video and various links to sites needed to successfully complete the unit of work. The second Glogster accompanied a Year 1 Science unit on the senses (sound):

Week 5 Engagement Activity: Creating a zooming presentation in Prezi

Playing around with Prezi

Prezi is completely new to me, and I must admit my opinion in the past has been: ‘isn't it the same thing as PowerPoint?’

Explorations this week have enabled me to see that Prezi is far more than a basic digital presentation tool. In applying the tools and linking capabilities, it enables users to present ideas and information in a non-linear format. This capacity for non-linear presentation enables the scaffolding of information through the zoom tool and multiple presentation entry points. 

I initially had a little difficulty navigating the available tools and finding what I needed however, once I gained a little experience with the format, creating an interactive presentation with Prezi became an enjoyable task. I created a simple book review for my first Prezi attempt, which includes zoom elements and an audio soundtrack. I can see primary learners using Prezi to create and present book reports in a similar way.

Week 5 Engagement Activity 1 - Prior knowledge about PowerPoint

 Prior knowledge about PowerPoint

My previous experiences with PowerPoint have seen me employ many of the available tools (animations, transitions, inserting audio and images, hyper-linking and embedding videos) and templates. I have found the tools easy to use and navigate, and creating interactive PowerPoint slides to accompany an oral presentation has usually been a relatively simple task. However, after engaging with the information presented in Moodle this week I feel that there is so much more to PowerPoint than I ever realised. Virtual museums and art galleries...how cool are they?! I was particularly impressed by The Iroquois, a virtual exhibit by 5th grade student Ryan Keeler. I am clearly not currently using this digital tool to its full potential!

Here is an example of a PowerPoint I created in Term 1 this year for Numeracy in Action. On reflection, this PowerPoint contains WAY too much text; however, we only had 5 minutes to present a lot of information:

Week 4 Reflection task 3 - Digital video

Reflection task 3 - Technology group 2: Digital Video

Image retrieved from http://petapixel.com/2013/01/12/comic-the-difference-between-taking-analog-and-digital-photos/

Digital video (DV) refers to the capturing, editing and storage of video footage in digital formats (The Computer Language Company,2014). Prior to the development of digital video, the capture, manipulation and sharing of video in analog formats was expensive, time-consuming and often required specialised technical knowledge of audiovisual equipment in order to create a satisfactory product.  These factors made engaging with the production of videos largely inaccessible to most learners in a primary school setting. Advances in digital video technology have seen the capture and manipulation of video footage being readily available through devices such as digital cameras, smart phones and iPads (Brooks-Young, 2010). Furthermore, the rise of video sharing platforms such as YouTube and Vimeo has facilitated the online publication of digital video; enabling users to upload and share footage with a global audience. 

Windows Movie Maker is a free video editing program which enables users to create, edit and prepare digital videos for publishing. Digital video clips, photographs, text, music and voice-overs can be imported in a range of formats and added to slides, which can then be manipulated via tools within the program. Through the wide range of Movie Maker tools it is possible for the user to add themes, transitions, effects and modifications to each slide; facilitating creative production of a unique digital product. Completed videos can be uploaded to online video sharing sites such as YouTube, enabling them to be embedded in additional websites. In producing and sharing their videos in this way, users have the potential to present their digital creations to the world.

Through user-friendly video editing software like Movie Maker, 21st century learners are now capable of capturing, producing and consuming video footage in a digital format. According to Howland, Jonassen and Marra (2012) digital technologies, including video, have the capacity to be employed as powerful meaning-making tools in many learning areas. Digital video enables users and producers to access, analyse and produce information in visual formats which Brooks-Young (2010, p.77) suggests is where a ‘significant number of students function best’.

Classroom applications for digital video 

The applications for the use of digital video in the classroom are many and varied. At a rudimentary level, a teacher may use an online video clip as an engaging tool to begin a lesson (in much the same way they would use a storybook or static image). In this way, the learner is positioned as a ‘consumer’ of the digital product; the expectation is that they watch, listen and take in the information presented in the video. This type of application sits within the substitution and augmentation levels of the SAMR model; whereby, learning is not necessarily transformed but enhanced by the use of a digital product (Anderson, 2013). Some augmentation is evident in the capacity for video clips to present information in multiple modes (visual and auditory). Here is an example of a clip which I personally used in this way, to engage learners in a new unit about local geography:

On reflection, whilst this clip was initially produced and used as an engagement tool, it could also be used to provide learners with a model of how to create their own Google map presentations using Movie Maker. If digital video were to be used by learners in this way it could be considered a redefinition of learning, by facilitating the creation of a previously inconceivable product.

Digital video could also be used by learners as a presentation tool to demonstrate knowledge and understanding across a range of KLAs; allowing for significant modification to task design. Where written reports augmented with images are a common presentation format in primary assessment, learners could be instructed in how to develop a digital video with which to present their learning. This modification of how students present evidence of learning could provide opportunities for collaboration, as editing software such as Movie Maker enables the splicing of multiple videos and digital elements. In addition, in uploading their video to an online platform, learners could engage with experts about their findings; providing opportunities for students to deepen understanding of concepts. Here is an example of a science report presented in digital format, a task which could be duplicated by learners in a primary or secondary classroom:

References

Anderson, M. (2013). SAMR for purposeful use of educational technology. Retrieved 

                     from http://ictevangelist.com/wp-content/uploads/2013/03/SAMR-flow-chart.pdf

Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile technologies. 

                     California, USA: Corwin.

EdTechTeacher. (2014). Video in the classroom. Retrieved from 

                     http://edtechteacher.org/tools/multimedia/video-classroom/

Howland, J.L., Jonassen, D., & Marra, R.M. (2012). Meaningful learning with technology (4th ed.). Boston, USA: 

                     Pearson.

The Computer Language Company. (2014). Definition of: DV. Retrieved from 

                     http://www.pcmag.com/encyclopedia/term/42112/dv 

Week 4 Engagement Activity - Digital Audio Recordings

Playing around with PodOmatic

Week 4 Engagement Activities - Digital images. WARNING contains zombies!

Image manipulation and creation

WARNING - Zombies ahead!

In one of my many previous incarnations I was a photographer, which has enabled me to gather a fair bit of experience in image manipulation and creation over the years. One website I have found to be a great showcase for presenting, selling and receiving feedback on images is redbubble.com. My personal profile, which contains a range of works including photographs and t-shirt designs, can be accessed here.

Working as a photographer, more of my time was often spent manipulating and altering images rather than actually taking them.The rise of the photography manipulation app has equipped every person with a smart phone with the ability to produce fantastically manipulated images at the touch of a button. The Befunky app is a great example of this; enabling users to produce altered images  more readily than with software such as Photoshop. Below you will see three examples of the same photograph, highlighting the capabilities and limitations of Befunky and Photoshop:

Image 1

Original image - Taken on iPhone 4. ISO-200, f/2.4. 1/30sec. No manipulation

Image 2 - 2 minutes editing time

Manipulated using Befunky app with cropping,  contrast and Vintage3 skin applied

Image 3 - 15 minutes editing time

 

Manipulated using Adobe Photoshop with crop, eraser, lighting level, posterize and image placement tools applied. Original image overlaid with additional image retrieved from http://web.orange.co.uk/article/quirkies/US_prepares_for_zombie_invasion

Week 4 Engagement Activity - re-sizing images

Re-sizing and uploading digital photographs

We've all had those 'file too large' moments when uploading images to the internet, whether it be for personal means (Facebook's image policies are often difficult to decipher!) or educational purposes (such as on Glogster, Blogger or Weebly). This blog offers some great advice about the ins and outs of uploading images to the web and touches on concerns about image copyright and theft.

Mobaphoto is a simplistic photo editing tool which enables the user to re-size images to ensure they are an appropriate size for upload to the web; decreasing loading times which often result in viewer frustration. An advantage of using Mobaphoto is the time-saving capability of re-sizing and editing images in batches rather than individually. I have previous experience with re-sizing photos using Adobe Photoshop and, in contrast to Mobaphoto, have often found it time consuming and difficult to navigate. Here are a few photos which have been re-sized using Mobaphoto which depict myself with a great bunch of Queenslanders:

Re-sized from 81.6KB to 33.2KB

Re-sized from 1.99MB to 36.3KB

Resized from 1.67MB to 24KB

Re-sized from 1.86MB to 48.0KB

Week 3 - Reflection task 2 - Technology (Wikis, Weebly and blogs)

Reflection task 2 - Technology group 1: Blogs

Image retrieved from http://blogs.ubc.ca/vthechan/2012/03/03/good-blog-bad-blog/

A blog (or ‘web log’) is an online version of a journal or diary. The blog epitomises Web 2.0 technology with its ‘read and write' capabilities, and is considered a type of website that enables the construction and instantaneous publication of content which is controlled by the author (Richardson, 2010). Blog entries, or posts, are organised in reverse chronological order, with the most recent post appearing at the top of the page. Viewers are able to access past posts via an archive which is usually found in a side-bar alongside the blog content. Blogs typically combine text and images to present commentary about a topic, issue or personal experience and are also capable of providing links to other websites, blogs, video clips and media (Byrd, 2014). A feature of many blogs is the facility for viewers to post comments in response to content, which ‘creates opportunities for dialogue’ (Howland, Jonassen & Marra, 2012), and can encourage interaction and collaboration between contributors and the author. Blogs are ultimately controlled by their creators, in that they have the power to add, remove and filter comments posted by others.

Blogger is an example of a blog-publishing service which allows its users to select from a variety of templates and personalisation options. Authors are able to customise their posts by including text, images, videos, hyperlinks and additional online artefacts using HTML code. The creation and publication of blog entries is user-friendly in that Blogger provides easily accessible options to save, preview, publish and modify posts. In addition, the author is able to monitor, delete or respond to comments made by viewers. In using Blogger, I have personally found the WYSIWYG tools and templates somewhat limiting; however, its ease of navigation, creation and publication of posts make it appropriate for use by students in a primary setting.

Howland (et al., 2012) suggest that effective use of student blogs for written tasks can result in work of improved intellectual quality, as bloggers are able to immediately ‘publish’ their writing; encouraging learners to take their work more seriously. Furthermore, the participatory nature of blogs encourages communication and collaboration about post contents (via comments), which can stimulate critical thinking, widen perspectives and deepen understanding through social interaction (Hicks, 2013). Within the SAMR model for ICT use in learning, blogs can provide opportunities for transformative learning experiences by redefining tasks so that students can connect with other learners and experts on a global scale.

Morris (2012) advises that, for learners to be meaningfully engaged as bloggers, they should first receive explicit instruction related to the purpose and structure of blogs; including how to effectively construct quality comments in response to others’ posts. Within the context of a primary classroom, blogs could be used to engage students in a range of student-centred learning tasks, with the teacher acting as a facilitator by providing instructions, guidelines, prompts, questions and stimulus materials. The following table presents some potential blogging applications for a primary classroom:

When introducing blogging to a cohort, it will be necessary to establish guidelines which align with school policies, parent and curriculum expectations and student needs. In addition, teachers should ensure that learners are familiar with expectations and protocols regarding safe and ethical online practices (use of first names only; no identifying information; blogs exempt from public searches etc.) 

Blogging within the SAMR model:

References

Byrd, K. (2014). Characteristics of a blog. Retrieved from http://blogbasics.com/characteristics-of-a-blog/

Frangenheim, E. (2010). Reflections on classroom thinking strategies (9^th ed.). Loganholme, QLD: Rodin Educational Publishing.

Hicks, K. (2013, December 13).The benefits of blogging as a learning tool part 1 [Web log post]. Retrieved July 12, 2014, from http://edcetera.rafter.com/the-benefits-of-blogging-as-a-learning-tool-part-1/

Howland, J.L., Jonassen, D., & Marra, R.M. (2012). Meaningful learning with technology (4^th ed.). Boston, USA: Pearson.

Morris, K. (2012). Five steps to starting a class blog. Retrieved from http://primarytech.global2.vic.edu.au/

Richardson, W. (2010). Blogs, wikis, podcasts and other powerful Web tools for classrooms. California, USA: Corwin.

Ryan, T. (2014). Thinkers keys. Retrieved from http://www.tonyryan.com.au/home/innovation/thinkers-keys/

Week 3 - Blogsploration

Blogsploration - Let's see what this puppy can do!

Using the WYSIWYG toolbar when creating past blog posts has enabled me to:

• insert images
• play with layout design
• choose from font, size and presentation options
• insert bullet-points
• and, create hyperlinks for references 

In addition, frustration about the inability to upload a Word doc to Blogger led me this site which gives a nifty tutorial about converting Word docs to JPEG files.

I'm yet to upload a video clip so, here goes...

...my first attempt didn't work as I copy and pasted the URL code instead of the embed link!

Second attempt...

Woohoo! Success! This clip was created by me in 2013 as a digital learning tool for Geography students. 

Week 3 - PMI

Blog analysis - PMI

Week 2 Reflection Task 1 - Mobile phones Wiki

Week 2 Reflection Task - Mobile phones Wiki

The mobile phones wiki space engaged learners in a parallel thinking activity which applied de Bono’s hats to elicit responses about the issue of mobile phones in the classroom. Students were required to consider the issue from a range of perspectives (de Bono’s hats) and respond to scaffolded questions related to the thought process associated with each hat. Participants in the wiki were able to view the responses of others prior to contributing their own views.

This activity links to social constructivism, in that individual meaning making is supported by, and developed through, the sharing of knowledge and perspectives in a social context (McInerney & McInerney, 2002). Learners are encouraged to read and consider the viewpoints of fellow participants prior to contributing their own ideas. Furthermore, contributors continue to work in a social constructivist domain when they monitor the responses of fellow learners and consider how additions to the wiki impact on their own understandings of the issue. In this way, the mobile phones wiki also links to connectivism, as learning occurs through the sharing and consideration of diverse  opinions in a technological domain (Siemens, 2004). In contrast, the design of this activity may require the initial contributor to take a cognitivist approach; whereby, their individual views may come solely from their own reasoning and ‘existing schema’ about the issue (McInerney & McInerney, 2002).  

In using de Bono’s hats and providing scaffolded questions related to the domains of information, processes, potential problems, feelings and intuition, benefits, and creative thought, the wiki facilitated higher order thinking (de Bono Consulting, 2013) related to the issue of mobile phones in schools. I personally found that the scaffolded questions enabled me to focus and organise my thinking about the issue, and also enabled me to objectively view the responses of others. My own thoughts about the significance of rules and regulations regarding mobile phones in schools was mirrored in the responses of others. This validation and expansion of one’s own ideas via a relatively anonymous platform could be a valuable benefit for learners who are reluctant to share their ideas in a traditional classroom environment.

A drawback of sharing ideas using a wiki could be the delay in response from other learners. In a face to face collaborative context, learners receive immediate feedback from members of their group, prompting additional discussion and possibly deepening individual and collective understanding. In using an activity such as the mobile phones wiki in a primary classroom, I would encourage further participation and consolidation of thinking by making it compulsory for students to comment on a number of other’s responses. Further, collaborative activities focused on the collation and sorting of all responses could encourage further understanding of varying perspectives, as our particular wiki was quite spread out; leaving it unlikely that every participant would read every contribution.

References:

De Bono Consulting. (2013). What are the six thinking hats? Retrieved from http://www.debonoconsulting.com/what-are-the-six-thinking-hats.asp

McInerney, D.M., & McInerney, V. (2002). Educational psychology: Constructing learning (3^rd ed.). Frenchs Forest, NSW: Pearson Education

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Week 2 Engagement Activity

Relationship between between the SAMR model and Bloom's taxonomy: 

A visual representation