208
PRODUCTION
Incorporating learning objectives and soft skills into existing digital instruction may require more work from both the instructor and the students, but the benefits are lasting. Becoming more aware of one’s process and developing good digital habits pays off, no matter what software or tools one encounters. Ultimately, teaching learning objectives and soft-skills is about making students more independent and self-directed learners. With the rapid pace of technological change, students need to be comfortable with and capable of learning, relearning, and integrating new programs and tools throughout their career. For these reasons, learning objectives and soft skills can and should be implemented throughout digital design education. Learning objects and soft skills support the goal of not only working well with technology, but together with other people in technologically-supported ways. Knowledge, abilities, attitudes, and habits not only shape one’s process, but one’s design goals and outcomes, as well. Soft-skills and learning objectives impact design and so they extend beyond pedagogical or semantic arguments. They should be of interest to anyone who values how technology supports good design. REFERENCES Anderson, L.W., Krathwohl, D.R. and Bloom, B.S., 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon. Anderson, L.W., 2002. Curricular alignment: A re-examination. Theory into practice, 41(4), pp.255-260. Bancino, Randy, and Claire Zevalkink, 2002. “Soft Skills: The New Curriculum for Hard-Core Technical Professionals.” Tech-niques: Connecting Education and Careers (J1) 82.5, pp. 20-22. Biggs, J., 1999. “What the student does: teaching for enhanced learning.” Higher education research & development, 18(1), pp.57-75. Blackwell, A., 2002. “What is Programming?” 14th Workshop of the Psychology of Programming Interest Group. Boyer, Ernest L. and Lee D. Mitgang, 1996. Building Community: A New Future for Architecture Education and Practice: A Special Report. Jossey-Bass Inc. (Preface xvi) Bransford, John D., Ann L. Brown, and Rodney R. Cocking, 1999. How people learn: Brain, mind, experience, and school. National Academy Press. Bransford, John D., and Barry S. Stein, 1984. “The IDEAL problem solver.” Bruner, J.S., 1996. The Culture of Education. Harvard University Press. Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation, 2016. “Bloom’s Taxonomy.” https://www.cmu.edu/teaching/designteach/design/bloomsTaxonomy.html Accessed on January 10, 2016. Churches, A., 2009. “Bloom’s digital taxonomy.” http://burtonslifelearning.pbworks.com/f/ BloomDigitalTaxonomy2001.pdf Accessed December, 30, 2015. Clement, J., 1982. “Students’ preconceptions in introductory mechanics”. American Journal of Physics, 50(1), pp.66-71. Dans, Enrique, 2014. “The Absurd and Unfounded Myth of the Digital Native.” Jun 4, 2014 https://medium. com/enrique-dans/the-absurd-and-unfounded-myth-of-the-digital-native-45d1ff397785#.t959mvxza Accessed January 9, 2016 Ericsson, K. Anders, Ralf T. Krampe, and Clemens Tesch-Römer, 1993. “The role of deliberate practice in the acquisition of expert performance.” Psychological review 100.3, p. 363. Ferguson, L.M., 1998. “Writing Learning Objectives.” Journal for Nurses in Professional Development, 14(2), pp. 87-94. Furst, E.J., 1981. “Bloom’s taxonomy of educational objectives for the cognitive domain: Philosophical and educational issues.” Review of Educational Research, 51(4), pp.441-453.