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1

The Revised Bloom’s Taxonomy, Implications for Structuring Groups in Online Classes

100%

O'Gorman D.

e-mentor

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2013

|

issue 3 (50)

103-106

EN

‘Bloom's Taxonomy of Educational’ Objectives has been a mainstay of educational theory for over fifty years. In 2001 the original taxonomy was revised. This article uses Bloom's revised framework to design small groups in online classes. The author draws on his extensive experience in using small groups in face-to-face classes as well as fifteen years of experience with small groups in a variety of undergraduate and graduate online classes. He particularly addresses the need to design small groups that focus on Bloom's higher order category of „Create”. Suggestions for future research are also included.

2

One Literacy and Multiple Intelligences? The Case of Media Literacy

75%

Belvončíková E., Čiderová D.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 2

54-70

EN

Acceleration of globalisation and the Fourth Industrial Revolution expanded opportunities for intercultural interaction, facilitated by more accessible and affordable information and communication technologies (ICT). Media literacy as framed by UNESCO is to be interpreted as “[u]nderstanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects. Also the ability to read, analyse, evaluate and produce communication in a variety of media forms” (alias “the ability to decode, analyse, evaluate and produce communication in a variety of forms”). Furthermore, media and information literacy “refers to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with media and other information”. Dynamic developments in the contemporary world brought about by the post-factual era and the COVID-19 pandemic reinforced the exposure of the public to misinterpretation. Being conscious of variable and increasingly multidimensional presentation in academic literature of what it takes to be literate, in our paper we reflect on media literacy alias a synergy of literacy and multiple intelligences. Since on 12 April 2022 UNESCO launched a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” addressed to all 193 UNESCO Member States to fill in the gap and collect information on the impact of the COVID-19 crisis on youth and adult literacy, our online questionnaire is complementary in terms of scope (media literacy) and outreach (higher education students). The aim of this paper is to investigate awareness, understanding and interpretation of literacy as such, and media literacy in particular, within the cohort of native and international students at the University of Economics in Bratislava, Slovakia. The findings revealed a higher ratio of the general understanding of communication and its role in the society, but a lower ratio of awareness about literacy and media literacy. In the context of Bloom’s taxonomy of educational objectives our main suggestion, therefore, is to reinforce the media literacy curriculum in terms of experiential learning in line with the so-called learner-centred approach to education when the needs/aspirations of individuals are placed at the centre and focus is on the experiences they bring to the learning situation.

3

Strategy for development and assessment of critical thinking in undergraduate management and leadership education

63%

Zapalska A., Wroblewski B., Imbriale P., Kaleiwahea P., Schwartz J.

Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo

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2020

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vol. 10/1

54-75

EN

This paper illustrates a strategy for advancing and assessing critical thinking skills in an undergraduate business program. The 21st Century Bloom’s taxonomy is implemented to support the continuous and progressive development of critical thinking skills across the curriculum. The success of this strategy for critical thinking development is based on the effectiveness of sequentially designed instruction with a continuous process of assessing critical thinking skills development throughout all four years of the undergraduate program. This strategy can be implemented with minimal effort within any undergraduate program that is responsible for educating future entrepreneurs.

HR

Ovaj rad ilustrira strategiju za unapređivanje i procjenu sposobnosti kritičkog razmišljanja u preddiplomskom poslovnom programu. Bloomova taksonomija 21. stoljeća provodi se kao potpora stalnom i progresivnom razvoju vještina kritičkog mišljenja kroz nastavni plan i program. Uspjeh ove strategije za razvoj kritičkog mišljenja temelji se na učinkovitosti sekvencijalno osmišljene nastave uz kontinuirani proces procjene razvoja sposobnosti kritičkog mišljenja tijekom sve četiri godine preddiplomskog programa. Ova se strategija može provesti uz minimalan napor u okviru bilo kojeg preddiplomskog programa koji je odgovoran za obrazovanje budućih poduzetnika.

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1 Media Literacy and Academic Research

1 Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo

1 e-mentor

1 Belvončíková E.

1 Imbriale P.

1 Kaleiwahea P.

1 O'Gorman D.

1 Schwartz J.

1 Wroblewski B.

1 Zapalska A.

1 Čiderová D.

1 2022

1 2020

1 2013

The Revised Bloom’s Taxonomy, Implications for Structuring Groups in Online Classes

One Literacy and Multiple Intelligences? The Case of Media Literacy

Strategy for development and assessment of critical thinking in undergraduate management and leadership education