EDA Engineering Distributed Applications
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Transcript EDA Engineering Distributed Applications
Bloom’s Taxonomy
Knowledge
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who,
when, where, etc.
Comprehension
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate,
discuss, extend
School of Computing and Management Sciences
© Sheffield Hallam University
Bloom’s Taxonomy
Application
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change,
classify, experiment, discover
Analysis
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
School of Computing and Management Sciences
© Sheffield Hallam University
Bloom’s Taxonomy
Synthesis
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?, compose,
formulate, prepare, generalize, rewrite
Evaluation
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
School of Computing and Management Sciences
© Sheffield Hallam University
Traditional Curriculum organisation
• Parker and Rubin (1964) argue that a curriculum
should be organised according to the way knowledge
is organised. They see four stages:
– Knowledge acquisition: presentations, reading, collecting
evidence
– Interpretation: helping students derive meaning from their
knowledge
– Attaching Significance: helping them infer information in
new ways
– Application: helping them recognise and solve problems
School of Computing and Management Sciences
© Sheffield Hallam University
PBL
(based upon:http://www.mcli.dist.maricopa.edu/pbl/info.html)
• Curriculum design consists of carefully
selecting problems that demand from the
learner acquisition of critical knowledge,
problem solving proficiency, and selfdirected learning strategies
• The process replicates the commonly used
systemic approach to resolving problems or
meeting challenges that are encountered in
life and career.
School of Computing and Management Sciences
© Sheffield Hallam University
PBL
(based upon:http://www.mcli.dist.maricopa.edu/pbl/info.html)
• Role Changes
– In problem-based learning, the traditional
teacher and student roles change. The students
assume increasing responsibility for their
learning, giving them more motivation and
more feelings of accomplishment, setting the
pattern for them to become successful life-long
learners. The faculty in turn become resources,
tutors, and evaluators, guiding the students in
their problem solving efforts.
School of Computing and Management Sciences
© Sheffield Hallam University
Characteristics of PBL
(from:http://www.samford.edu/pbl/what.html)
– Learning is student centered.
– Learning occurs in small student groups.
– Teachers are facilitators or guides.
– Problems form the organizing focus and stimulus
for learning.
– Problems are a vehicle for the development of
clinical problem-solving skills.
– New information is acquired through self-directed
learning.
School of Computing and Management Sciences
© Sheffield Hallam University
Reactions to PBL
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Cultural barriers
Fright
Sense of drowning
The search for life rafts and maps
SENSE of ACHIEVEMENT
SENSE of CONFIDENCE
School of Computing and Management Sciences
© Sheffield Hallam University