Conclusion

The creation of this site yielded a number of interesting thoughts, including the re-examination of Bloom's Taxonomy (BT) as an instructional design tool.  Previously, I had been unfamiliar with BT and was slow to fully incorporate its utility into my mental construct of course design.  However, upon receiving feedback from an insightful instructor, I realized that BT could be instrumental in gauging the difficulty level of a course and adjusting it to fit the needs of the student population.  As I stated within my course discussion,

"It (BT) would be a very useful way to assess the difficulty level of my course.  I would not want to deprive any students of the opportunity to engage in higher order thinking activities, but the percentage of the course focused on those may be less as it will take more time to build up to in a lower difficulty level course"

Additionally, my understanding of Web2.0 tools and their role in assessment has been expanded.  In this site I reflected on the use of Screencast-o-matic, Blogger, Inspiration 9, and Wikispaces; each of these tools can be adapted to fit any number of learning objectives and can be integral components in a student-centered learning environment.  Finally, these tools are excellent choices for thwarting plagiarism, as each can be utilized for formative as well as summative assessment while giving insight into the students' thought processes.  Web2.0 tools are also flexible and highly adaptable, an optimal choice when considering the realms of universal design and diversity.