Learning objectives are at the very core of the instructional design process, and rightly so. Without them, how would we know what content and activities to include in our courses? Unfortunat...
Published 10 years ago
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Hello, Allison. I am an instructional designer from Brazil and a big fan of your blog.
I wish you better clarify two points that were not clear to me in your post.
You said Bloom’s Taxonomy “was specifically designed to help instructors and instructional designers clearly define learning objectives—and in turn create courses that meet learners’ needs.” In my understanding, Bloom's Taxonomy not help to define learning objectives.
If an ID do not know how to define learning objectives, then the taxonomy will have no use for him or her. Besides, a classification system, by itself, does not help to meet learners’ needs. I believe this action can only be done through direct research with learners.
What Bloom’s Taxonomy does (and does very well IMHO) is to sort the learning objectives - after they are defined in terms of behavior of learners - in order to give coherence to the instructional endeavor, i.e., ensure consistency and balance between objectives, content, activities and evaluation.
I wish you better clarify two points that were not clear to me in your post.
You said Bloom’s Taxonomy “was specifically designed to help instructors and instructional designers clearly define learning objectives—and in turn create courses that meet learners’ needs.” In my understanding, Bloom's Taxonomy not help to define learning objectives.
If an ID do not know how to define learning objectives, then the taxonomy will have no use for him or her. Besides, a classification system, by itself, does not help to meet learners’ needs. I believe this action can only be done through direct research with learners.
What Bloom’s Taxonomy does (and does very well IMHO) is to sort the learning objectives - after they are defined in terms of behavior of learners - in order to give coherence to the instructional endeavor, i.e., ensure consistency and balance between objectives, content, activities and evaluation.