The twenty-first century is experiencing an evolution in education, in what Dirr refers to at the fourth generation in distance education. In some regards I would suggest that the introduction of the new array of technologies that could be compared to that of the industrial revolution. What may have taken educational programs years to develop and adapt can now be changed in a matter of months.

To allow faculty to learn to apply methodologies that are appropriate to their needs I will be using a constructivist theoretical approach. To guide the class I will act as facilitator helping to lead faculty in the development of designing content for online distance education. I will use the Jerome Bruner’s constructivist approach of “Instructional Scaffolding” that utilizes Bloom’s updated taxonomy by Anderson and Krathwohl to introduce the development of the tools.

Anderson and Krathwohl’s revision of Bloom’s Taxonomy address the emerging technologies and the cognitive needs of the users. The taxonomy of their model assist in the development of standards based curriculum. The revision includes a table that allows the instructor or instructional designer to identify the learners learning dimension, factual, conceptual, procedural, and Metacognitive knowledge with the cognitive dimensions: remembering , understanding, apply, analyze, evaluating and creating.

The Cognitive Process

Knowledge

Dimension Remembering Understanding Applying Analyzing Evaluating Creating

Factual

Conceptual

Procedural

Metacognitive

Example: http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

Using the revised Bloom’s Taxonomy each section will introduce a technological skill identified in the above chart and build upon existing skills, thus making this a real world project. This is an extension of Seymour Papert’s work in experiential learning that was influenced by Jean Piaget. As the learner builds skills the class activities will become collaborative and interactive by exploring other faculty members work. Building upon Vygotsky’s Zone of Proximal Learning faculty members will address designing content that may address differing modalities, theories or instructional methodologies.

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