Description and reflection on the short online course

 

Description and reflection on the short online course that I developed.

Virtual education has expanded rapidly over the past 15 years. In 2002–2003, K–12 students took an estimated 317,000 virtual courses nationwide, as opposed to about 1.8 million enrollments in 2009–2010 (National Center for Education Statistics, 2012). New estimates suggest that this growth has continued apace in recent years, with an estimated 4.5 million K–12 course enrollments taken through online providers in 2014–2015 (Evergreen Education Group, 2015). Moreover, online course taking may reduce disparities in the quality of teaching across schools, as teachers are not tied to specific schools, and it may allow for pedagogical innovations.

This document provides general information about incorporating my online course into the curriculum. It covers the following points: (1) the reasons for using the online course in the educational process; (2) description of the online course; (3) examples of goals and objectives of the online course for using different tools; (4) the main obstacles that students may encounter, as well as possible ways to overcome them; (5) conclusion.

An online course is understood as a holistic audiovisual educational product, 6 lessons, the mandatory elements of which are video lectures on each topic of the course, various forms of control on each topic of the course, a forum or other feedback element, a final test, literature for the course. My online course "ART for Y6" will be implemented completely online, with all elements of the course, including all forms of control, implemented asynchronously, synchronously and remotely.

Reasons of using online courses

Online learning allows for far more autonomy in deciding your own schedule. It is flexible. That means they can study whenever it’s convenient for them. Also, online students have better opportunities to collaborate with classmates through virtual group work and meetings. One of the benefits of online courses are the message boards and grouping tools that allow students to post their feedback on readings and other assignments and respond to their classmates. Students may also receive more one-on-one time with their teacher with virtual learning, which is beneficial for both learning and networking. Students can communicate director with their teacher and upload assignments for review. Rather than waiting days or weeks after submitting the work, students can often get immediate feedback. In online courses, students upload assignments digitally for review by their professor. Teachers review student work online and submit feedback electronically. As a result, students receive feedback right away. In a traditional classroom setting, students may need to wait a week or two to receive feedback on their assignments. By receiving feedback sooner, students can learn faster and adjust for future assignments.

Description of the online course

My mini online course is hosted on the classroom.google internal online platform and is intended for 6th grade students and has the following description elements: annotation and course structure, course content with planned learning outcomes, applied control forms and assessment formulas, information about the course author, literature description and a link to additional resources. I found classroom helps me to save time, keep classes organized, and improve communication with students. Classroom helped me to create and organize assignments quickly, provide feedback efficiently, and easily communicate with my classes. Classroom helps students organize their work in Google Drive, complete and turn it in, and communicate directly with students. I could quickly see who has or hasn't completed the work, and provide direct, real-time feedback to individual students.

The structure of my Arts course will be an additional part to the British Education Curriculum (delivered entirely online) in year 6, to the topic "The water conservation". Duration of the course is six lessons, and the average workload is one lesson per week.

Examples of goals and objectives of the online course and using different educational tools.

In my art mini course, I used Genially-Escape room template, blooket.com, WorldWall.net, edpuzzle.com, docsgoogle.com, padlet.com, quizziz.com, mentimeter.com, kialo-edu.com and jeopardylabs.com to create 6 sessions, each section has different tasks related to the topics: “Pointillism”, “Silhouette”, “The Japanese Footbridge”, “The water lilies”, “The Great wave”, “Water conservation” and “Red Fuji”. I used each of these educational tools to create assessments after each lesson.

I created tests, map questions, true/false questions, tasks with audio answers, questions based on the pictures in the Genially-Escape room template. It is a great tool for introducing the new topics at the start of a new course. The aim of using Genially-Escape room template as an educational tool is to develop cooperation and decision-making skills. I put students in small groups and asked them to complete the challenge as a team, or it is possible to assign each person a character in the game.

In blooket.com and jeopardylabs.com, I created questions about playing solo or in teams. It aims to match action with education to create the ultimate learning experience! Similar to Gimkit, Kahoot, and Quizizz, it makes education fun through gamification. Students stay engaged and motivated for all lessons.

The aim of using Wordwall.net is to create an array of interactive and engaging class activities for students in person or online. I was using quiz templates, but the platform provides various templates to make lessons more interesting.

Aim of using Padlet for me is looking for new and different ways of answering questions and solving problems. On my page it was answering audio questions about silhouettes and sharing student’s work.

Mentimeter.com combines the digital tools of quizzes, polls, and word clouds to offer a central point for class and remote learning interactions.  I made a presentation about water lilies and quiz after it. Essentially, the aim of using this tool is a super powerful presentation tool for teachers and students. This platform is more about presentations, so it's less quiz-focused than the likes of Quizlet (opens in new tab) or Kahoot! (opens in new tab), which are all about that and little else. The system is easy to use with presentations that are straightforward to build, share, and engage with, live. With feedback for data trends, this becomes a very powerful tool that can work well for teachers.

I used Edpuzzle.com most in my lessons, students can only watch the video lessons assigned by the teacher. In other words, the teacher will be the one filtering the content from YouTube so that students can only view educational content. I embed own questions in the video, and students will receive immediate feedback so I could see if they’ve understood the content or not. Edpuzzle.com is a safe environment that will empower your child to take ownership of their learning one video at a time.

Kialo-edu.com I found less useful for youngest students, there is no element of game, only for discussion and comments.

Limitations of Online Learning

Online Learning May Create a Sense of Isolation. Everyone learns in their own manner.  Some students possess the ability to work independently, while others find comfort in their community on campus with easy access to professors or their fellow students.  The good news is online virtual classroom platforms have been working to bridge those gaps, recreating the feeling of community in the virtual space by producing a series of tools that encourage learners to actively participate in live sessions.  Online education must support the social aspect of learning to match the effectiveness of traditional classes.

Online Classes Are Prone to Technical Issues. The classic disadvantages of online learning center around technical problems.  Nothing disrupts an online lesson more than audio, video, or connection issues.  Many times, in the past, students were required to download and/or install cumbersome apps or technology that would deliver inconsistent performances.  Luckily nowadays, online classes can be accessed through the click of a link without the need to install anything.  Internet connections throughout the world have improved dramatically. Additionally, people’s devices have gotten significantly better.

Online Learning means more screen-time. It’s pretty much inevitable in 2022, but darn do we spend a frightening amount of time in front of screens. Online learning sadly contributes to this problem. Excessive screen-time can lead to all sorts of physical ailments like poor posture or headaches. But it can also be a personal issue to students who struggle with learning from or focusing on screens. Especially since the internet is geared to distract students with social media and entertainment just a click away from the learning material. The better online learning platforms and software out there have all kinds of tools and features to help students staying attentive and engaged.

Conclusion

There are advantages and disadvantages of online learning for higher education. But as technological capabilities have reached new heights and many of the major concerns of students taking online classes have been addressed, the advantages of online mini classes are beginning to drown out the disadvantages. More resources are available to students and teachers to enhance and expand classroom activities.  Teachers are no longer limited to the materials they have in their classrooms or in the school media center. They can access resources from around the world. They can provide students with experiences like WebQuest that help them to learn to use the internet as a source of information. Students can reach out to other students and experts to exchange ideas.  The Internet has opened classrooms to a wealth of information around the world.

 

Reference list

Demiray, U., Kurubacak, G. and Volkan, Y.T. (2011). Meta-Communication for Reflective Online Conversations: Models for Distance Education. IGI Global.

Goldie, J.G.S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, [online] 38(10), pp.1064–1069. doi:https://doi.org/10.3109/0142159x.2016.1173661.

Hokanson, B., Clinton, G., Tawfik, A.A., Grincewicz, A. and Schmidt, M. (2020). Educational technology beyond content : a new focus for learning. Cham, Switzerland: Springer.

Igi Global and Information Resources Management Association (2020). Learning and performance assessment : concepts, methodologies, tools, and applications. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, Usa): Igi Global.

Keengwe, J. and Onchwari, G. (2019). Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. IGI Global.

Kjell Erik Rudestam and Schoenholtz-Read, J. (2010). Handbook of online learning. Thousand Oaks, Calif.: Sage Publications.

Lin, M.-H., Chen, H.-C. and Liu, K.-S. (2017). A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome. EURASIA Journal of Mathematics, Science and Technology Education, [online] 13(7). doi:https://doi.org/10.12973/eurasia.2017.00744a.

Mcintosh, P., Digwarren and Firm, P. (2013). Creativity in the classroom : case studies in using the arts in teaching and learning in higher education. Bristol: Intellect.

Means, B., Bakia, M. and Murphy, R. (2014). Learning Online. Routledge.

Picciano, A.G., Dziuban, C.D., Graham, C.R. and Moskal, P.D. (2021). Blended Learning. Routledge.

Raisinghani, M. (2016). Revolutionizing Education through Web-Based Instruction. IGI Global.

 

COPY and PASTE the link to your blog here

https://vikieducationbst.blogspot.com/

COPY and PASTE the link to your course here. If possible, add a dummy student credentials (username and password).

Art lessons for Y6 (google.com)

https://classroom.google.com/c/NTQzNjE0MDEwODk5?cjc=smnuujg

ChatGPT

1. ChatGPT is a language model developed by OpenAI, designed to generate human-like text. It is also used for answering questions, translating languages, composing music, generating stories and poems, summarizing, writing code, and much more. 

My curiosity led me to play around with chatGPT, and I got some pretty cool responses from the bot (It's free and easily accessible as of now). ChatGPT certainly has the potential to revolutionize the way we interact with chatbots. But we can’t overlook the potential ethical and social dangers it poses. Even OpenAI has advised verifying the content generated by chatGPT as it is still in the training and development phase. I do not trust with system.

2. Risks associated with using chatGPT

ChatGPT is not capable of verifying the accuracy of the information in training data and may generate responses that are false or misleading. Sometimes it can solve a complex algorithmic problem but give inaccurate results for a simple mathematical problem. 

1. Soon after ChatGPT launched in November 2022, some large school districts, concerned about student cheating, immediately blocked access.
2. ChatGPT-generated work has left many teachers spending more time checking for AI plagiarism and revamping lesson plans to be “AI-proof." According to a recent survey, about 1 in 4 teachers have caught students cheating using the chatbot.
3. Some educators believe the benefits outweigh the risks and have embraced ChatGPT in their classrooms.
4. 
   

3. Accuracy and reliability problems ChatGPT may sometimes provide inaccurate or incomplete information, which could lead to misunderstandings or confusion for students and teachers.

ChatGPT Education Use Cases, Benefits & Challenges in 2023 (aimultiple.com)

This program is using limited context. AI models like ChatGPT can only respond based on the information they have been trained on and cannot access real-time facts or understand the context the same way a human would. Thus the responses lack a ‘human touch.’ The answers also seem too formal and machine-generated.

Additionally, according to OpenAI, chatGPT’s knowledge is limited to events that occurred before 2021, thus it can’t answer questions related to events post that.

Jalinga tour

 Last month, we had an excursion with my ILT module classmates to Jalinga office, in Tashkent. We had a tour and clear information about their work.  We visited Jalinga Pro and Jalinga Max recording studios and knew interesting facts about them.

Transform your day to day tasks 

Win-Win-Win for All:

Speaker: Zero stress, familiar tools

Audience: Learn faster, understand better 

Organization: Saves money, saves time

Lecture - capture attention

Client meeting - leave a lasting impression

Customer support session - show that you care

Online lesson - explain complex things

Team meeting - work better together

Conference - stand out from the crowd

Training - help to understand

Sales pitch - make money 

Jalinga is IT company which produces interactive studios online education. This is a new generation of AV studios. It can be used for recording video lectures and conducting online events (webinars, conferences). Speakers can shoot educational video content 3 times faster, production cost reduces up to 40% and the best take doesn’t require any afterwork. 

It is  an international IT company which produces interactive studios online education. This is a new generation of AV studios. It can be used for recording video lectures and conducting online events (webinars, conferences). Speakers can shoot educational video content 3 times faster, production cost reduces up to 40% and the best take doesn’t require any afterwork.

Jalinga is a new technology in video production. The combination of the unique licensed software and professional hardware equipment which configures the studio, allows users to save time and money on processing video content. There is no need to keep a big team of specialists, since the filming process is automated.

By that day: more than 150 state educational institutions and business corporations have installed Jalinga studios.

  

 

What is Connectivism Learning Theory? (And How to Use it in the Classroom)

For the last hundred years, there were a few educational learning theories developed and used in classrooms. The two broad theories are behaviorism and cognitivism. They were fine, still are in many ways. But the digital age has changed things. We need a new theory in town. Enter Connectivism to fill the void.

Connectivism Learning Theory addresses the cultural and economic changes that occurred as a result of technology. Everyone has an overwhelm of information at their fingertips. Learning how to filter it and make connections between disparate learning is the motive behind Connectivism Learning. Teachers need to use technology in the classroom to help students develop these skills.

Do we really need another learning theory?

The way we do business has changed. How we interact with friends, family and the world has changed. Our shopping methods have changed. 

I used to go to the library to do research. And borrow books. Back at home phone calls meant standing in the kitchen near the phone on the wall. Several calls were needed to organize a trip to the mall with a few friends. Conversations had to be short because mom was waiting for a call. 

Looking for a job meant scanning the want ads. Typing and photocopying my resume. And visiting an employment agency. My coworkers stayed at their jobs for 40 years and then retired.

Today researching means “Googling” it.

Job security no longer exists. Workers move up the corporate ladder by changing jobs every couple of years. Or they start their own business. You don’t need to rent an office, hire a receptionist and a secretary. Neither do you have to pay for advertising in the Yellow Pages (does anyone remember the Yellow Pages?).

Technologies have enabled people to share and learn information across the globe. Learning does not only happen within the individual, it’s happening collectively on a mass scale.

All of this progress means that schools need to educate children differently. We’ve known that the industrial model of teaching has been obsolete for decades. Now it’s more crucial than ever to impart the skills needed for success in 21st-century life. 

The fundamental principles of connectivism are:

Learning grows through a vast array of opinions and perspectives. This is the opposite methodology of online marketers. They feed you similar opinions and products to what you’ve already searched and looked at. The effect can be a society to blinders on.

Learning is more important than retaining facts. This belief holds true across the spectrum of learning theories, from cognitivism through connectivism.

Learning is the ability to see connections between disparate fields and concepts. An example is my explanation above of online marketers. Growing a website (Teachnthrive.com, glad you found me) I read and listen to podcasts about social media marketing. As a 20-year social studies teacher, I study pedagogy. Bringing these 2 very different areas of study together to formulate an idea is an important skill for students moving forward.

Maintaining connections is needed for continual learning. This is another principle that I think has held true throughout time. We are social animals. Our connections to others is how we learn and survive.

Decision-making evolves over time. What we know as individuals and as a society changes over time. This change is happening more and more rapidly in our digital world.

Students are not merely receivers of information. They are also connectors to others and distributors of knowledge.

Trends in Learning

Many learners in the future will pivot into a variety of different, possibly unrelated fields over the course of their work-life.

In order to succeed in this environment informal learning becomes an important aspect of our learning experience. Formal education is only a stepping stone to lifelong learning. 

After completing 12 or 16 years of formal schooling successful learners will continue to develop and grow their knowledge. Many professionals, including teachers, are required to complete professional development throughout their careers. Online courses have become a $200 billion dollar industry. Podcasts, books and audio books teach us new ideas and skills. Mastermind groups form in many industries to share and grow talents.

Technology is literary rewiring our brains. There are pros and cons to this fact, but it is a fact. Organizations and individuals need to stay abreast of new ideas. But at the same time technology is offloading previously needed skills. Many tasks can now be relegated to computers.

 The need for knowledge management lends itself to connectivity theory to explain the link between individual and organizational learning.

How to Use Connectivism in the classroom.

Similar to Humanist Learning Theory, Connectivism is a learner-centered teaching perspective. It provides opportunities for students to make choices about their learning. Connectivism also promotes discussion among students, allowing for different viewpoints to aid in problem-solving and making sense of information.

Another key component of infusing connectivism in your lessons is the use of technology. Students should have an opportunity to interact with all kinds of digital platforms, from social media to Google sheets.

IDEAS FOR YOUR LESSONS:

It doesn’t have to take a lot of time to tweak lessons, replacing last year’s newspaper project with an updated version. There are tons of apps and websites available for free.

In order to add connectivism to your lessons aim for a few many components. First, add media. Second, include lots of collaboration. Third, practice deciphering the reliability and usefulness  of information so your students can navigate the overwhelm of information available. Here are some ideas.

– Lessons that teach reliability. My students are always giving me “facts” from TikTok. They need to understand that virtually EVERY site is biased and learn how to spot it and some contain complete misinformation. 

Watch a clip from CNN and another on the same topic from Foxs News. Let them discuss with each other the overt and subtle differences in the messages. Do the same with printed articles, quotes, political cartoons, etc.

Have students research several conspiracy theories. Kids love the topic. Then in pairs or groups they can try to find empirical data to prove one of the theories and create a conclusion as to its veracity.

– Encourage students to be aware of their thought processes. Replace old-school graphic organizers with a digital mind map. Give your kiddos open-ended questions to research in pairs. Let them brainstorm and record the best search queries and compare their results. 

Give your kiddos open-ended questions to research in pairs. Let them brainstorm and record the best search queries and compare their results. 

You can also use journaling in any subject. Ask a controversial question on a topic you’re covering or a social emotional query. Example, “If you could give a younger sibling or cousin only one piece of advice what would it be and why?”

– Performance tasks that incorporate both media and content knowledge. 

Assign a common craft video. This is a technique that involves sliding words and simple pictures in and out of the camera video to tell a story. Here’s an example. Students can create in groups of 3 or 4.

Add audio recording to your repertoire. Podcasts are a great source of information; there are now millions on every topic.

Students can make their own audio recordings as well. There are free apps and software available. 

Replace the tired poster board presentation or newspaper project with a digital newsletter.

Start a class Twitter account. You can use it to give shoutouts to students and remind them of upcoming events and exams.

Conclusion

In order to appreciate the need for connectivism in your classroom just think of the art of teaching and how it’s changed.

When I started teaching 20 years ago none of my classes had SMARTBoards. Students had a few computers in the library. Grades were submitted manually. When I lesson planned it was with a textbook – no Google was available! Twenty years ago I did not co-teach. Special ed classes were self-contained. I have since had to learn how to differentiate for a wide range of abilities amongst my students. And – sometimes more difficult – adapt to sharing my classroom with another teacher.

Technology and pedagogical paradigms have changed in education. You can be sure that same holds true for any profession your students may enter. 

I truly believe it’s more important to teach our students how to learn and collaborate with others than it is to infuse specific content knowledge. Content knowledge is at their fingertips. Knowing how to think is not.

What is Connectivism Learning Theory? (And How to Use it in the Classroom) – teachnthrive.com

Why Use Bloom’s Taxonomy?

 

Why Use Bloom’s Taxonomy?

Bloom’s Taxonomy can be useful for course design because the levels can help you move students through the process of learning, from the most fundamental remembering and understanding to the more complex evaluating and creating (Forehand, 2010).

The taxonomy can assist you as you develop assessments by helping you match course learning objectives to any given level of mastery. When teaching lower-division, introductory courses, you might measure mastery of objectives at the lower levels, and when teaching more advanced, upper division courses, you would likely be assessing students’ abilities at the higher levels of the taxonomy.

Using Bloom's Taxonomy to plan instruction

Instructional objectives are more effective if they include specific verbs that can tell students what they are expected to do. The verbs listed in the table below are linked with each level of thinking.

To develop effective and meaningful instruction further, design activities and assessments that challenge students to move from the most basic skills (remembering) to more complex learning which leads to higher order thinking (creating). 

The table below demonstrates the connections between the levels of thinking, verbs you might use in a learning objective, sample questions or prompts to generate thinking at that level, and 

Verbs and Products/Outcomes Based on the Six Levels of Bloom’s Revised Taxonomy
Adapted from "Bloom's Bakery, an Illustration of Bloom’s Taxonomy" by Argiro, Forehand, Osteen, & Taylor (2007) and Extending Children’s Special Abilities: Strategies for Primary Classrooms by Dalton & Smith (1987, pp. 36-37)

Level of Thinking (Highest to Lowest)	Verbs	Sample Question / Statement Stems	Activities, Products, Outcomes
Creating Making Something New	change combine compare compose construct create design devise formulate generate hypothesize imagine improve invent plan predict propose	Design a… to… How would you improve…? Formulate a theory for…? Predict the outcome of…? How would you test…? How would you estimate the results for…? If you had access to all resources how would you deal with…? What would happen if…? How many ways can you…? Develop a new proposal which would… Create new and unusual uses for… Construct a new model that would change…	Design a computer lab for your program Invent a machine to do a specific task Imagine a new product and plan a marketing campaign Design a cover image for a film Formulate a hypothesis for… Compose a musical score for … Devise a problem set for… Plan a system of governance for a utopian society
Evaluating Making Judgments Based on Criteria	argue appraise assess check debate decide defend determine dispute editorialize judge justify prioritize rate recommend select support verify	What is your opinion of…? How would you prove or disprove...? Would it be better if…? What would you recommend…? How would you rate the…? What would you cite to defend the actions…? How could you determine…? How would you prioritize…? Based on what you know, how would you explain…? What data were used to make the conclusion? How would you compare the ideas …? How would you compare the people? How would you justify...?	Debate the merits of… Write a letter to… defending your views on … Write an end-of-the-year report in which you appraise… Recommend a solution to the problem of… Justify a proposal for… Select the most useful products for… Prioritize spending for local government Assess the credibility of sources
Analyzing Distinguishing Different Parts of a Whole	advertise analyze appraise attribute categorize compare contrast differentiate distinguish examine identify infer investigate organize outline separate sequence test	What are the parts or features of …? How is ___ related to …? What is the theme …? List the parts … What inferences can you make …? How would you classify …? How would you categorize …? What evidence can you find …? What is the relationship between …? What is the function of …? What motive is there …? Differentiate the distinct parts of …	Analyze data according to … Troubleshoot problems with lab equipment Arrange a conference and sequence all necessary steps Make an organizational chart of your unit or department (categorize) Write an ad campaign for your organization (advertise) Distinguish between ethical and unethical behavior
Applying Using Information in New Situations	classify construct complete demonstrate dramatize examine execute illustrate implement practice show solve use	How would you use…? What examples can you find to? How would you solve ___ using what you’ve learned? What approach would you use to…? What would result if…? What elements would you choose to change …? What questions would you ask in an interview with …?	Construct a marketing strategy for your organization Develop a storyboard of digital images to demonstrate a process Draw a flow chart that illustrates a system Perform the scene Practice the task Use the tool to… Graph the parabola
Understanding Explaining Information and Concepts	calculate compare define describe discuss distinguish expand explain identify interpret locate outline predict report restate translate	How would you classify the type of...? How would you compare or contrast…? How would you rephrase the meaning of...? What facts or ideas show…? Which statements support…? What can you say about…? Which is the best answer to…? How would you summarize…?	Explain what you think is the main idea Identify what you think are the most important supporting details Restate the story in your own words Compare the events leading up to the two wars Interpret the artwork Translate the passage into English Calculate the solution using the appropriate formula
Remembering Recalling or Recognizing Information	describe duplicate find list locate name recall recognize reproduce state tell underline write	What is…? Where is ? How did ___ happen? How would you describe…? Who was…? Who were the main…? When did…? Recall…	List the main events Write a timeline of events for… Recite a poem Locate the parts of __ on a diagram Underline all the adverbs Define the scientific terms Describe the Fourth Amendment

 

Summary

Bloom’s Revised Taxonomy is one of many tools that faculty can use to create effective and meaningful instruction. Use it to plan new or revise existing curricula; test the relevance of course goals and objectives; design instruction, assignments, and activities; and develop authentic assessments.

References

Argiro, M., Forehand, M., Osteen, J., & Taylor, W. (2005). Bloom’s bakery: An illustration of Bloom’s taxonomy. https://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Dalton, J. & Smith, D. (1987). Extending children’s special abilities: Strategies for primary classrooms. Melbourne, Australia: Ministry of Education.

Forehand, M. (2010). Bloom’s taxonomy. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41-47). Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson.

Reference list to my article review

 

Reference list

Anderson, L.W. and Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, and Assessing. Pearson.

Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational goals. Handbook 1, Cognitive Domain. New York: Longman.

Brulles, D. and Brown, K.L. (2018). A teacher’s guide to flexible grouping and collaborative learning : form, manage, assess, and differentiate in groups. Minneapolis, Mn: Free Spirit Publishing.

Cavanaugh, C., Repetto, J., Wayer, N. and Spitler, C. (2013). Online Learning for Students with Disabilities: A Framework for Success. Journal of Special Education Technology, 28(1), pp.1–8. doi:https://doi.org/10.1177/016264341302800101.

Ferdig, R.E. and Kennedy, K. (2014). Handbook of research on K-12 online and blended learning. [online] Pittsburgh, Pa: Etc Press. Available at: https://dl.acm.org/citation.cfm?id=2811062 [Accessed 8 Sep. 2019].

Thomas Jerome Baker (2012). Connectivism & connected knowledge : a theory of learning for a digital age. Lexington, Ky.

Woodford, K. (2003). Cambridge advanced learner’s dictionary. Cambridge New York, Ny Melbourne Madrid, Spain Cape Town Cambridge Univ. Press [Stuttgart] Klett.