Relevance of bloom’s taxonomy in digital learning part ii

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Relevance of Bloom’s Taxonomy in Digital Learning (Part II)

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Posted: November 24, 2015 in digital learning, Digital Learning in India, E-Learning, education Tags: Digital Learning, Digital Learning solution, engineering video lectures, mechanical video lectures, study engineering online

This blog is in continuation from the blog titled Relevance of Bloom’s Taxonomy in digital learning (Part I)

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As we have discussed in the previous part, even before a digital learning solution is designed, the instructional designer needs to track the learning outcomes across the various Bloom levels that progress from knowledge and comprehension to synthesis and evaluation. It follows the natural ow of learning process as the learner first needs to know what a concept is, then go on to how it works and then progress to higher order skills like synthesis and evaluation.

Remembering and understanding have been discussed in the previous part.

Applying In certain digital learning solutions, it is not just required that the leaner understands a concept, but is rather able to apply it in a situation. This is especially relevant in video lectures for engineering programs like B.Tech. The learner should be able to use the learned concept in a new situation and apply his learning into novel situations of the work place.

Applying corresponds to learning outcomes such as: Convert html to pdf online with PDFmyURL

Using a manual to calculate.

Applying a statistics law to evaluate.

Applying a procedure for a familiar or unfamiliar situation.

Action words used for creating learning outcomes: apply, compute, construct, demonstrate, discover, solve, show, prepare.

Analyzing When it comes to technical education like engineering, digital learning video lectures are often expected to take a learner to the level of analyzing, wherein he is able to separate a concept into its parts and understand its organizational structure. For instance, the student may be required to distinguish important parts from unimportant parts within a presented material, determine how elements ďŹ t into a structure, or determine a certain point of view or intent from the presented material.

Analyzing corresponds to learning outcomes such as: Troubleshooting equipment using logical deduction.

Gathering information from a department.

Selecting the required tasks for training.

Action words used for creating learning outcomes: Analyze, compare, contrast, deconstruct, infer, relate, select, outline.

Evaluating At this Bloom level, the leaner is able to make judgments and decisions based on the learned criteria and standards. When a digital learning solution is created to map to this level, the learner is expected to be able to evaluate the eectiveness of a process or procedure, or be able to judge the appropriateness of a procedure for a given problem.

Evaluating corresponds to learning outcomes such as: Identify the most effective solution.

Select the most qualified candidate.

Describe and justify a new budget.

Action words used for creating learning outcomes: appraise, compare, critique, conclude, interpret.

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Creating This is a higher order thinking skill wherein a learner is able to reorganize/create a new structure or pattern using diverse elements. In the realm of science and technology, this may include creating a new hypothesis based on observed criteria, devising a new procedure or inventing a new product.

Creating corresponds to learning outcomes such as: Creating a process manual.

Design a new tool or machine.

Integrates training from several sources to solve a problem.

Action words used for creating learning outcomes: write, construct, generate, devise, design, compile, modify.

Magicmarks.in offers digital learning solutions for students studying engineering in Indian colleges and universities. These solutions are entirely visual powered with 2-D animations, amazing imagery and an English voiceover to help students learn easily.

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