Hostname: page-component-745bb68f8f-v2bm5 Total loading time: 0 Render date: 2025-01-09T14:10:17.190Z Has data issue: false hasContentIssue false
  • English
  • Français

Using Merrill's First Principles and Revised Bloom's Taxonomy to Select and Design H5P for a Visual Literacy OER.

Published online by Cambridge University Press:  02 October 2023

Marty Miller
Marty Miller*
Affiliation:
Art and Design Librarian Louisiana State University Libraries, 100 Tower Drive Baton Rouge, Louisiana USA Email: [email protected]
Get access

Abstract

This article will outline how Merrill's first principles of education and the Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives were leveraged to scaffold the construction of an OER visual literacy tool. It will demonstrate how each object of these two guides can be paired with specific H5P activities. The outcome of this tool is to build upon students’ visual literacy knowledge so that they can analyse a work of art while gradually removing their reliance on detailed or frequent prompts.

Type
Research Article
Information
Art Libraries Journal , Volume 48 , Issue 4 , October 2023 , pp. 105 - 110
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press on behalf of ARLIS

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Zhadko, Olena and Ko, Susan, Best practices in designing courses with Open Educational Resources, (New York: Routledge, 2020), 66Google Scholar.

2. Magro., Juliana “H5P.” Journal of the Medical Library Association 109, no. 2 (July 1, 2021), 351CrossRefGoogle Scholar.

3. Zhadko and Ko, Best practices in designing courses with Open Educational Resources, 69.

4. Merrill., David M. “First principles of instruction.” Education technology, research and development 50, no. 3 (2002): 47CrossRefGoogle Scholar.

5. Merrill, “First principles of instruction,” 48.

6. Merrill, “First principles of instruction,” 49.

7. Merrill, “First principles of instruction,” 50.

8. Anderson, Lorin W., et al., A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. (New York: Addison Wesley Longman, Inc., 2001), 17Google Scholar.

9. Anderson, et al., A taxonomy for learning, teaching and assessing, 17.

10. Anderson et al., A taxonomy for learning, teaching and assessing, 17.

11. Anderson et al., A taxonomy for learning, teaching and assessing, 29.

12. Anderson et al., A taxonomy for learning, teaching and assessing, 67–68.

13. Anderson et al., A taxonomy for learning, teaching and assessing, 67–68.

14. Anderson et al., A taxonomy for learning, teaching and assessing, 66.

15. Anderson et al., A taxonomy for learning, teaching and assessing, 67–68.

16. H5P Group, “Flashcards,” last modified 2023, https://h5p.org/flashcards.

17. H5P Group, “Course presentation,” last modified 2023, https://h5p.org/presentation.

18. H5P Group, “Drag and drop,” last modified 2023, https://h5p.org/drag-and-drop.