No
Yes
Maybe
Attention… Building…Communication
through Questions… how else?
Surfing for questions
Choosing question types
Structuring a question
Keeping the objective in mind
Building guidelines for question creation
Conclusions
“I am ready to learn, but I do not like being taught”
Winston Churchill
Q&A
Question and answer
Q&A
Q&A
Interactive exercises
Tutored, during live presentation
Interactive module (stand-alone)
Which distribution is characteristic of ash?
See the curves below, what do they represent?
More comprehensive
Less group influence
Self evaluation
Creating a context for the question
What input would you consider to
forecast the evolution of a polar low?
Question
Factual
Situational
Here are some pictures...
Look at them...
Do you know which phenomena..?
Affective
For a ship inside a
blizzard, what..?
Cognitive
What is the main
characteristic of..?
Creating a context for the question
Question
Affective
Cognitive
What is the main
characteristic of..?
Factual
What input would you
consider to forecast the
evolution of a polar low?
Situational
Here are some pictures...
Look at them...
Do you know which
phenomena..?
For a ship inside a blizzard,
what..?
Bloom’s rose
Design
Judge
Create
List
Match
Knowledge
Classify Solve
Evaluate
Analyse
Comprehension
Apply
Question levels
Design a snow forecasting routine.
Creation
Evaluate
Look at this image.
According to you, what is an unusual feature there?
Analysis
Match the channels with the features in the left column.
Then explain your choice.
Application
Comprehension
Knowledge
Mark the boundaries of the areas with instability
Explain the terms in the turbulence formula.
List the types of atmospheric instability.
The learning is in how you ask
A tree is a perennial plant with a stem and lateral branches
OPEN
QUESTION
What is a tree?
CLOSED
QUESTION
Is a tree
perennial or
short-lived?
CLOSED
QUESTION
A tree is:
a) Perennial and
has branches
b) Short-lived and
has a stem
c) None of the
above
E-LEARNING
TOOLS
Question+
options+ hints,
Validation+
feedbacks+
(context+
encouragement+
grades)
Closing a question
A similar answer to the one below
(distractor)
Correct answer
A frequent wrong answer
A similar answer to the one above
(distractor)
Short guide on creating questions: basic
• Keep them simple und unambiguous.
• Check with test persons before using.
Short guide on creating questions: do’s and
Translation *graphic translation?
Special characters,
internationalization *colours, look
and feel
Be specific on ‘why’ questions
(reason, purpose, account, surprise,
indignation, provocation, explanation,
emphasis?)
Avoid cultural and language references
(colour, symbols)
1, 4, 5, 6, 7, 9, 11,... Next number? 100,
next with no ‘T’ in English spelling!
Questions should not raise questions:
“Why did Biden go to Iraq in January 2010 ?”
Is it meant: Why Biden, why Iraq, why
January, what agenda?
Short guide on creating questions: lines
Conclusions
• We store
conclusions in
our brain as
questionanswer pairs
Feedback/Hint
• Should be
suggestive of
a correction.
• Hints should
be TRUE, to
avoid loaded
questions or
correct
answers
based on
false
arguments.
Affective
involvement
• Is B correct?
• Do you think
B is correct?
• Would you
dare say B is
correct?
• Do you agree
on the fact B?
Questions
• Questions are
not obstacles
to learning
• Reading is
searching for
answers
• Clarify terms
beforehand
• Same format
for all options
THANKS FOR YOUR ATTENTION
Now it is time to create a QUESTION for the presenter !
No questions?
Check our FAQ
1. Why would we avoid open questions in e-learning?
2. Can we build questions around an existing module which contains none?
3. What do you think of evaluating skill or capacity with online tests?
maja.kuna@eumetsat.int
jose.prieto@eumetsat.int