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Important Learning Design Theories & Other Aspects To Keep in Mind

This document discusses important learning design theories, including Bloom's Taxonomy. Bloom's Taxonomy establishes a hierarchy of educational objectives ranging from simple to complex cognitive domains. It includes the domains of Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each domain involves different cognitive processes and can be identified by common verbs associated with that level of learning. The document provides examples of verbs for each domain to illustrate the cognitive process involved.

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78 views2 pages

Important Learning Design Theories & Other Aspects To Keep in Mind

This document discusses important learning design theories, including Bloom's Taxonomy. Bloom's Taxonomy establishes a hierarchy of educational objectives ranging from simple to complex cognitive domains. It includes the domains of Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each domain involves different cognitive processes and can be identified by common verbs associated with that level of learning. The document provides examples of verbs for each domain to illustrate the cognitive process involved.

Uploaded by

lavanya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Important Learning Design Theories & Other Aspects to Keep in Mind

Bloom’s Taxonomy

 Hierarchy of educational objectives established by B. S. Bloom.


 Attempts to divide cognitive objectives ranging from the simplest behavior to the most complex.

Knowledge

 defined as remembering previously learned material


 involves recalling of a wide range of material, from specific facts to complete theories
 represents the lowest level of learning outcomes in the cognitive domain
 includes verbs such as list, define, tell, describe, identify, show, label, collect, examine, tabulate,
quote, name, who, when, where

Comprehension

 defined as the ability to grasp the meaning of material, that may include:
o translating material from one form to another
o interpreting material
o estimating future trends
o goes one step beyond the simple remembering of material
 includes verbs such as summarize, describe, interpret, contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend

Application

 refers to the ability to use learned material in new and concrete situations
 requires a higher level of understanding than those under comprehension
 includes the application of such things as rules, methods, concepts, principles, laws, and theories
 includes verbs such as apply, demonstrate, calculate, complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment, discover

Analysis
 refers to the ability to break down material into its component parts so that its organizational
structure may be understood
 may include the identification of parts, analysis of the relationship between parts, and
recognition of the organizational principles involved
 learning outcomes here represent a higher intellectual level than mere comprehension and
application
 includes verbs such as analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer

Synthesis

 refers to the ability to put parts together to form a new whole


 learning outcomes stress creative behaviors, with major emphasis on the formulation of new
patterns or structure
 includes verbs such as combine, integrate, modify, rearrange, substitute, plan, create, design,
invent, compose, formulate, prepare, generalize, rewrite

Evaluation

 is concerned with the ability to judge the value of material (statement, novel, poem, research
report) for a given purpose
 judgments are to be based on definite criteria
 learning outcomes in this area are highest in the cognitive hierarchy, because they contain
elements of all the other categories, plus conscious value judgments based on clearly defined
criteria
 includes verbs such as assess, decide, rank, grade, test, measure, recommend, convince, select,
judge, explain, discriminate, support, conclude, compare, summarize

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