Applying (Application)

 

1956 Taxonomy

2001 Taxonomy

2008 Taxonomy

Defined

The ability to use learned material in new and concrete situations. This may include the application to such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding that those under comprehension.

Carrying out or using a procedure through executing or implementing. Applying relates and refers to situations where learned material is used through products like models, presentations, interviews  and simulations.

Skills Demonstrated

Use information; use methods, concepts, theories in new situations, solve problems using required skills or knowledge

Objective Examples

Apply concepts and principles to new situations, apply laws and theories to practical situations, solve mathematical problems, construct graphs and charts, demonstrate the correct usage of a method or procedure.

Illustrate what you think the main idea may have been, Make a cartoon strip showing the sequence of events, write a performance play based on the story, write a summary report of the events, prepare a flow chart to illustrate the sequence of events

Possible Products

Paper, graphs, charts, demonstrations, presentations, performance

Illustration, simulation, sculpture, demonstration, presentation, interview, performance, diary, journal

Multimedia presentations, games & educational units, community groups, podcasts, vodcasts, blogs, wikis, computer generated designs

Asking questions and structuring tasks: Predict what would happen if, Which, Classify, Select, Judge the effects, Explain, Tell what would happen, How much change would there be? What, Show in a graph, table or concept map, Identify results of, Solve, Give an example (illustrate), Choose the best statements that apply.

Techniques

  • Collaborating using electronic tools for sharing, editing and uploading materials. The tools would include products like Elluminate, Adobe Connect, Wimba, and similar products .  Assessment of collaboration activities would be based on the learners ability to use appropriately the tool to facilitate the discussion.
    • Bookglutton - This is a very useful website for educators and takes reading books to a completely new level. In essence the tool allows you read the online book and chat to others who are reading the same book. In addition you can leave comments on the various paragraphs of a book to create a conversation this way. Teachers could annotate books or leave questions for discussion. Currently there are 1159 books on the website which will limit its educational use if the class book you are reading is not listed. However, there is an option to upload your own book in either Word, HTML, RTF or plain text format. This means you could put up student work to peer assess or to show an exemplar answer, or you could put up your own notes for student comment. Depending on the copyright of books you may be using, you could perhaps upload a significant chapter. Increasingly books are being put online in electronic form so you may be able to get a copy elsewhere that you can upload.
    • Panraven - In essence a book editor that includes text, picture, video and audio in your finished product with a wide range of templates to get you started. It has full control over who can view the finished story and they can be shared with individual or groups. As always care should be taken with the social networking options. The finished product can be printed if desired.
    • ReadCloud - This is a book reading tool with fairly powerful annotation and commenting features. It has a selection of books from Project Guttenburg and also allows for you to upload your own material. There is a built in dictionary and encyclopaedia link and all comments etc. appear on a sidebar very similar to Book Glutton above. The tool is currently in invitation beta and has to be downloaded to use. There is also the opportunity to create groups.
    • VYEW - a browser-based collaboration and conferencing platform that allows users to corroboratively upload and annotate files, take screen captures of their desktop and draw with whiteboard tools.
  • Editing – With most media's, editing is a process or a procedure that the editor Employs Illustration.
    • Animoto - This tool allows the user to create an MTV style music video. The basic version allows for a 30 second video, but if you register for a free educational account then your students can create a 1 minute video which can also be downloaded for use in class. In essence you put in your photos, add a piece of music (upload your own or use one of the samples) and the programme does the rest. You have no control over transitions etc. which on the positive side keeps the focus on the choice of music and photos.
    • Viddix - With this tool you get two panels on your screen. The first displays a video, the second displays text, pictures, links, videos, polls and other things you may want to include. For example, you can pause the video panel and click on a live link in the other panel to explore what the person was talking about. You can then restart the video and it will move the slides in the other panel from where you had originally left off. You also have the possibility of moving backwards and forwards. There are many uses to this tool. Students (or even instructors) could create a lesson about a topic or concept they like. In one panel they could have a video of them explaining it, in the other panel the resources they collected to illustrate.
    • Voicethread - Has a straight-forward logging in process that doesn't require e-mail validation before use. There are a series of flash based tutorials which are very useful for learning the product. You can add pictures or video to your Voicethread and then record a voice narration or add a text comment. The Video Doodle tool allows you to annotate and highlight sections of the slide to highlight them for your audience. This Doodle tool could be used for a peer assessment task where students could comment on pictures, video or documents that other students have produced. Alternatively, students could produce their own presentation about a topic or create a tutorial to explain a topic or concept to others.
    • Vuvox - There are 3 main tools offered through this product. . The first is a Panorama Collage tool that allows you to create a collage of several different photos and include hotspots which link to media, text and other sites. The second tool is vuvox studio. This is available in two formats either a fully customisable version or a quicker express version and is a more traditional slideshow maker incorporating video and images.
    • Vcasmo - Similar to Viddix above. This enables you to create a presentation which synchronizes video with a second window that includes pictures, text , links etc.
  • Hacking – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective.
    • Alice 2.0 - free scripting and prototyping environment program for 3D object behavior. (Windows, MAC and Linux)
    • GIMP – a free image manipulation program that provides tools for photo retouching, image composition, and image authoring.
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
  • Jing - this fee and easy to use tool allows the user to create images and videos of what you see on your computer screen, then share them instantly!

    • Prezi - is a cloud-based presentation that provides a mobile interface. The zoomable canvas allows the user to create non-linear multimedia presentations.
    • Snagit - allows the user to capature any image and enhance it with effects, or create a quick video of their computer screen with no time restrictions. Then sharethe creations instantly with anyone.
  • Running and operating - the action of initiating a program. This is operating and manipulating hardware and applications to obtain a basic goal or objective.
  • Uploading and Sharing - uploading materials to websites and the sharing of materials via sites like flickr, Yahoo Groups,  Google Groups,  etc. This is a simple form of collaboration, a higher order thinking skill. Tools like: word processors,  mind mapper, podcast, vodcast, Audacity, digital recorder, and Skype can be used for interviews then uploaded to a project site.
    • Mixedink - A collaborative writing tool. Students can create a topic and then anyone can edit the text to create a final document. There is also a rating function to vote on their favorite piece of writing. One interesting use is demonstrated in the example below. Rather than using to edit a final document, each student has created their own version. These 'ideas' can then be used by everyone in order to produce a piece of writing. This might be useful for gathering evidence for an evaluative essay.
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