The use of video for demonstration or modeling corresponds well to Blooms levels of Knowledge, Comprehension, and Application; while case studies offer a chance to demonstrate Analysis and Synthesis, and perhaps even Evaluation, when comparing a video to information from a text book or other content.
📌 3 Key Takeaways
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Objective & Hypothesis:It is fruitful to consider Bloom's Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) when employing video or any media in the classroom to maximize the intentionality of teaching and learning.
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Key Findings & Data:It is fruitful to consider Bloom's Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) when employing video or any media in the classroom to maximize the intentionality of teaching and learning.
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Conclusion & Impact:The use of video for demonstration or modeling corresponds well to Blooms levels of Knowledge, Comprehension, and Application; while case studies offer a chance to demonstrate Analysis and Synthesis, and perhaps even Evaluation, when comparing a video to information from a text book or other content.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
It is fruitful to consider Bloom's Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) when employing video or any media in the classroom to maximize the intentionality of teaching and learning. The use of video for demonstration or modeling corresponds well to Blooms levels of Knowledge, Comprehension, and Application; while case studies offer a chance to demonstrate Analysis and Synthesis, and perhaps even Evaluation, when comparing a video to information from a text book or other content.
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Cite This Article
YEE, K., HARGIS, J. (2010). NOTE FOR EDITOR: YouTube and Video Quizzes. Turkish Online Journal of Distance Education, Cilt: 11 - Sayı: 2, 9–12. https://ajindex.com/articles/140406