| Front Cover | 1 |
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| Featured Articles | 2 |
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| 1 | 2 |
| Online Learning at the University of Central Florida | 2 |
| 13 | 2 |
| A New Revision of the [Revised] Bloom’s Taxonomy | 2 |
| 29 | 2 |
| Changing Faculty Perspective of Distance Learning Through Support | 2 |
| 37 | 2 |
| Embracing Engagement Through Technology in Online Legal Education | 2 |
| 43 | 2 |
| Distance Education Under Neoliberal Globalization: The Political Economy of an Emerging Trend in Education | 2 |
| 55 | 2 |
| A Contemporary Look at Richard Clark’s “Mere Vehicles” | 2 |
| Columns | 2 |
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| Online Learning at the University of Central Florida | 6 |
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| Denise Lowe and Tina Calandrino | 6 |
| Introduction | 6 |
| Beginning Years: 1995–2000 | 6 |
| Transitional Years: 2001–2008 | 8 |
| Growth Years: 2009–Present | 10 |
| Upcoming Article Series | 13 |
| Conclusion | 14 |
| References | 14 |
| Appendix A: Timeline of UCF’s Digital Learning Development | 15 |
| Appendix B: Comparison of Student Credit Hours | 15 |
| Appendix C: Fall 2016 Preliminary Student Headcount in all Course Modalities | 16 |
| Appendix D: History of Online Learning Awards at the University of Central Florida | 17 |
| ADD PHOTO | 6 |
| ADD PHOTO | 6 |
| A New Revision of the [Revised] Bloom’s Taxonomy | 18 |
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| Afnan Nathir Darwazeh | 18 |
| Introduction | 18 |
| Part I. Bloom et al.’s (1956) [Original] Educational Taxonomy | 19 |
| 1. Knowledge: Exhibits memory of previously learned materials by recalling facts, terms, basic concepts, abstractions, generalities, and so forth. | 19 |
| 2. Comprehension: Demonstrates understanding of facts and ideas by giving the meaning, translating, interpreting, explaining, describing of main ideas, and so forth. | 19 |
| 3. Application: Uses acquired knowledge in new or novel situations to solve problems. | 19 |
| 4. Analysis: Examines and breaks information and materials into parts to see the details and relationships. | 19 |
| 5. Synthesis: Compiles information together in different ways, builds a structure or pattern from diverse elements, and puts parts together to form a whole. | 20 |
| 6. Evaluation: Presents opinions by making judgments about the value and the merit of ideas and materials. | 20 |
| Part II. An Analysis of Anderson’s Revision of Bloom’s Taxonomy With Rationales | 21 |
| Part IV. A New Depiction of the [Revised] Bloom’s Taxonomy | 27 |
| 1. Facts’ Remembrance: It is related to recognizing, recalling, retrieving the previous learned specific information and details, such as dates, names, symbols, events, terms, labels, titles, lists, elements, parts, examples, instances, specific de... | 27 |
| 2. Generalities’ Remembrance: It is related to recognizing, recalling, retrieving, defining previous learned general information and ideas, such as recalling definitions of concepts, principles, and procedures (Merrill, 1983). | 27 |
| 3. Comprehension: It is related to constructing meaning from oral, written, and graphic messages through understanding, interpreting, explaining, paraphrasing, summarizing, discussing, clarifying, and so forth (Anderson | 27 |
| Bloom et al... | 27 |
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| 4. Analysis: It is related to breaking down the whole into its components and parts to see the details or components such as dividing, analyzing, separating, identifying, comparing, distinguishing, differentiating, discriminating, deconstructing, fol... | 27 |
| 5. Organizing: It is related to putting parts together or ordering according to a certain structure, fashion, pattern, theme, model, or principle such as grouping, categorizing, tabulating, classifying, chunking, ordering, listing, outlining, sum up,... | 27 |
| 6. Synthesis: It is related to figure out the relationships between and among the learned ideas in the text (internal synthesis) and the relationships between them with other external ideas in other texts, subjects or situations (external synthesis) ... | 28 |
| 7. Application: It is related to using the learned generalities (concepts, principles, or procedures) in a new novel, or strange, situation, such as transferring, translating, applying, implementing, solving, making, using, give new examples of learn... | 28 |
| 8. Evaluation: It is related to making judgment based on criteria and standards through critiquing, balancing, appreciating, giving the merit, making decisions, presenting opinions, evaluating, estimating, stating advantages disadvantages, selecting,... | 28 |
| 9. Creation: It is related to overcoming new instances and manipulating new situations to come up with new products, and laws, such as producing a new product, discovering, composing new things, generating, finding, inventing, predicting, creating, d... | 28 |
| 10. Metacognition: This level is related to the kind of cognitive strategy related to thinking about thinking through promoting awareness, planning, monitoring, evaluating, and regulating mental processes that the learner used in his or her learning,... | 28 |
| Conclusion | 29 |
| 1. Moving the metacognitive process from the knowledge dimension to the cognitive dimension. | 29 |
| 2. Considering the metacognitive process as the most complex level of the cognition dimension not of the knowledge dimension like what Anderson claimed. | 29 |
| 3. Dividing remember level into two levels based on the content type: facts’ remembrance, and generalities’ remembrance. | 29 |
| 4. Retaining the analyzing mental level posed by Anderson and Krathwohl (2001) but in a different order. | 29 |
| 5. Adding the organizing mental level to the cognitive dimension and put it after the analysis level. | 29 |
| 6. Keeping the synthesizing mental level like it was in the original Bloom’s taxonomy but in different meaning and order. | 29 |
| 7. Keeping the creation level like it was in the Anderson’s taxonomy after the evaluation ones | 30 |
| 8. Reorder the cognitive processes of application, synthesis, and organize by putting: | 30 |
| 9. Arranging each level of cognitive process from simple to complex according to the number of its items, factors, or components that the learner gets involved in while she or he learns. | 30 |
| 10. Adding the principle type of knowledge to knowledge dimension. | 30 |
| 11. Renaming the educational taxonomy as a learning taxonomy to fit with what happens in students’ mind and reflect their learning not their education. | 30 |
| Application
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