Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2024/v38i1/24178
Year: 2024, Volume: 38, Issue: 1, Pages: 100-108
Original Article
B.V.Satish Babu1, Dr. Kare Suresh Babu2, Doradla Bharadwaja3
1,3Prasad V Potluri Siddhartha Institute of Technology, Vijayawada
2Professorof CSE, Department of CSE, Jawaharlal Nehru TechnologicalUniversity, Kukatpally, Hyderabad
*Corresponding Author
Email: [email protected]
[email protected]
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Abstract : This article depicts the effective way of using various ICT (Information and Communications Technology) tools by innovatively mapping threestaged micro-lesson plan activities to the different cognitive levels of the Bloom taxonomy. In recent times, educational institutions have shifted their focus towards making use of different ICT tools in their teaching and learning processes. Under these circumstances, academicians are moving from the implementation of traditional lesson plans to microlesson plans. The effectiveness of micro lessons mainly relies on developing pre-class, in-class, and post-class activities in conjunction with relevant ICT tools. Even after selecting appropriate ICT tools for micro-lesson plan activities, it still becomes a challenging task to match existing ICT tools with students' cognitive levels. The novelty of this article lies in explaining the different ways of mapping class activities with Bloom taxonomy levels and ICT tools. The proposed mapping is applicable to present and future academic teaching and learning needs. This article also acts as a guide for academicians' effective teaching and learning in any discipline. In addition, our article mentions the prerequisites for mapping and implementing the aforesaid traits. Finally, the effectiveness of our approach has been proven by examining the end exam results as well as by conducting feedback analysis received from stakeholders involved.
Keywords : Blooms taxonomy; Class Activities; ICT tools; Micro lesson; Pedagogy; Teaching and learning
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