Learning Design Framework

Synthesis of Blooms Taxonomy and Learning Engagement Theory

Learning Engagement Theory -

•  Learning engagement theory emerged from teaching in electronic and distance education environments (Kearsley & Shneiderman, 1997). 
•  Students are engaged in activities whilst interacting with other students. 
• This theory is technology based teaching and learning through meaningful activities
•  Constructivist approach – learners construct/interpret their own reality based on experiences
•  Learning activities should occur in a group, be project-based and relate to the real world around the students

Blooms Taxonomy –

• Classification of learning objectives within education
•  Recognises there are multiple types of learning
• Learning at the higher levels is dependent on having attained previous knowledge and skills at lower levels (Orlich, et al. 2004)
• 3 types of educational activities: cognitive (knowledge), affective (attitude) and psychomotor (skills):

o   Cognitive – knowledge, comprehension & critical thinking

§ 6 levels – knowledge, comprehension, application, analysis, synthesis & evaluation

o   Affective – how students react emotionally

§  5 levels – receiving, responding, valuing, organising & characterising

o   Psychomotor – being physically able to use a tool or instrument

§  7 levels – perception, set, guided response, mechanism, complex overt response, adaptation & origination

Synthesis –

• Not about the actual technology but rather how to use these to facilitate meaningful learning
• Bloom’s revised taxonomy had two subcategories: higher and lower order thinking skills
• Collaboration is not a 21^st Century skill it is a 21^st century essential (Educational Origami, 2011). 
• Focus on eLearning

Scaffolding my learning...

My Framework – What I liked from the readings and my understandings -

•     Work out what proportion of face to face and online learning is optimal

•  Designing activities that utilise technology and also incorporate other learning styles to help accommodate all students within the class
• Individual computer time
• Class research
• Paint programs
• Digital camera
• Joystick games
• Claymation

• Focus on relating learning to real life situations, making the experience authentic for the learners

• Focus on collaborative learning, getting the students involved in their own learning experience 

•  Use Learning Engagement Theory - This theory is technology based teaching and learning through meaningful activities

• Learning activities should occur in a group, be project-based and relate to the real world around the students

•   Remembering that learning at the higher levels is dependent on having attained previous knowledge and skills at lower levels (Orlich, et al. 2004)

• Looking at the 8 learning management questions before planning a lesson or unit:
• What does the learner already know?
• Where does the learner need/want to be?
• How does the learner best learn?
• What resources do I have at my disposal?
• What will constitute the learning journey?
• Who will do what?
• How will I check to see the learner has achieved the learning outcomes?
• How will I inform the learner and others about the learner's progress?

•  Using/remembering the following from Blooms Taxonomy:

o   Before we can understand a concept we have to remember it

o   Before we can apply the concept we must understand it

o   Before we analyse it we must be able to apply it

o   Before we can evaluate its impact we must have analysed it

o   Before we can create we must have remembered, understood, applied, analysed, and evaluated.

I feel that by utilising bits and pieces from both Learning Engagement Theory and Blooms Taxonomy will help students through their learning in a modern way.  It is not just about knowing the content but rather understanding and then being able to utilise that information in the real world that constitutes meaningful technologically based learning.  By using technology I will be engaging with the students and is a different way of learning the content.