About

pedagogy.ir (founded on July 2005 in Tehran, Iran), as an Open Educational Resources (OER) initiative, is an independent knowledge based expert network towards Lifelong Learning in Knowledge Society. pedagogy.ir’s conceptual model is developed around two fundamental and interrelated concepts: learning performance and learning environment.

It is assumed that, for any effective teaching-learning activity, first, learning performance is defined as “ends” within the global vision. Then learning environment, accordingly, is designed, developed, and mobilized as “means” towards the “ends”. Within this holistic approach to learning, integration of pedagogy and technology is highlighted.

Pedagogy.ir web portal is designed to represent, first, the global vision, as the big scenario in which learning paradigms, as theoretical underpinnings of pedagogy are matched with Bloom’s taxonomy. Then, learning performance (composed of products, outputs and outcomes) according to the global vision , highlights denominated, skills and competencies for knowledge-based society.

Namely generic skills, communication skills, cognitive skills, research skills, entrepreneurial skills and key competencies. Learning environment (composed of inputs and processes) according to the global vision, highlights potential synergy between pedagogy and technology in practice, as the main role of this site is capacity building and assisting educational actors, policymakers, academics and lifelong learners to develop an understanding beyond their immediate grasp of pedagogy and technology in emerging knowledge society. Therefore, the role of teaching learning approaches, networks, museums, libraries, archives, towards sustainable development and lifelong learning are focused.

Lifelong learning is “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences, within a personal, civic, social and/or employment-related perspective”. Various research, evaluation methods and indicators based on the global vision, are presented for measuring and improving learning performance. Towards this aim, to ensure meaningful learning, it is essential that we place pedagogy above technology.

We believe: “knowledge is power and power is knowledge as far as it is shared”. To this end, according to the above conceptual model, related quality research articles, reports, best practices and findings are selected, indexed, hyperlinked and cross-referenced in this portal.

Within this scenario, selected expert networks, centers and links are also indexed. Further more, related e-courses would be developed in Persian, English and French upon request, based on the client’s need.

Bloom’s Taxonomy of Educational Objectives (*)

The Cognitive Process Dimension
The Knowledge
Dimension
Remember Understand Apply Analyze Evaluate Create
Factual
Knowledge
List Summarize Classify Order Rank Combine
Conceptual
Knowledge
Describe Interpret Experiment Explain Assess Plan
Procedural
Knowledge
Tabulate Predict Calculate Differentiate Conclude Compose
Meta-
Cognitive
Knowledge
Appropriate
Use
Execute Construct Achieve Action Actualize

Adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Lorin W. Anderson, David R. Krathwohl; et al. 2001 Addison Wesley Longman. Cited in: Models – Instructional Design The Taxonomy Table – Faculty Resources – OSU Extended Campus – Oregon State Universiy

Edited by: Dr. Farideh Mashayekh (Bazargan) & Prof. Abbas Bazargan

Webmaster: Dr. Kaveh Bazargan