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E-Learning Design Part 5: Learning through Creating (Blooms 21)

CDSM

This is known as our ‘ pedagogy ’. In an earlier post in this series ( E-Learning Design Part 2: Observable and Measurable Outcomes ), we looked at the influence of Bloom’s taxonomy (1956) on our e-learning. This time, we’re going to take a look at how this taxonomy can be ‘flipped’, so that learners are actively involved in knowledge construction from the outset. What is Blooms 21?

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Redefining the Taxonomy of eLearning

CommLab India

Instructional designers have for long fallen back on the celebrated Bloom’s classification system, created for traditional classroom training, to define their learning objectives and create courses that meet the needs of learners. Taking the differing requirements of e-learning and evolving training pedagogies into account, the classification was reconstructed by Loren Anderson, a former student of Bloom in 2001, to incorporate modern approaches of training that reflect current needs.

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E-Learning Design Part 2: Observable and Measurable Outcomes

CDSM

This is known as our ‘ pedagogy ’. The use of observable and measurable outcomes in learning is linked to something called ‘ Bloom’s Taxonomy ’. Between 1949 and 1953, a committee of educators – chaired by Benjamin Bloom – met for a series of conferences designed to improve curricula and examinations. As a result of these conferences, the committee came up with a taxonomy that classified skills from least complex to most complex.

How to Create Effective Test Questions

CourseArc

As a general rule, a good question tests the 6-levels of intellectual understanding, as espoused in Bloom’s Taxonomy : Knowledge. Then you could devise an exam which includes all the necessary topics while simultaneously testing the students’ cognitive functions in their explanation of those terms.

How Technology Is Powering Learning

Magic EdTech

While the critical drivers of education stay unchanged, this transformation supports a simple replication of traditional classroom pedagogies. Metacognitive Paradigm of Learning: Most students in traditional learning environments were learning at the lowest Bloom’s taxonomy levels.

How Technology Is Powering Learning

Magic EdTech

While the critical drivers of education stay unchanged, this transformation supports a simple replication of traditional classroom pedagogies. Metacognitive Paradigm of Learning: Most students in traditional learning environments were learning at the lowest Bloom’s taxonomy levels.

Can microlearning save eLearning?

Ed App

Even before adding infographics, interactivity, games, humour, or animations, content that is precisely focused, learner-centred, and targets an optimal cognitive load, is exponentially more engaging than traditional eLearning.

How to Effectively Shift to Online Teaching: The Ultimate Guide

TechSmith Camtasia

According to Dr. Michelle Pacansky-Brock , humanized online learning “supports the non-cognitive components of learning and creates a culture of possibility for more students.” Up until the early 2000s, course quality was determined by examining course content, pedagogy, and learning outcomes.

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