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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Good use of the "new" taxonomy.
One minor correction, however. Bloom's taxonomy is called that because his name is listed first as the one who headed the committee. And yes, they did get around to doing the Affective domain, but not the Psychomotor domain.
It is unfortunate that few IDs pay attention to the Affective domain because it provides a means to quantify seeming intangibles like motivation and whether or not training "sticks" over the long term.
One minor correction, however. Bloom's taxonomy is called that because his name is listed first as the one who headed the committee. And yes, they did get around to doing the Affective domain, but not the Psychomotor domain.
It is unfortunate that few IDs pay attention to the Affective domain because it provides a means to quantify seeming intangibles like motivation and whether or not training "sticks" over the long term.
- I agree. I have always found that i learn better when i am motivated by emotion. (i.e. fear of failure, desire to be the best, concern over hurting others, etc.) I found that if you can supply an emotional "hook" to a course, it always makes the content stick with the learner.
- Good point! Have you specifically used Bloom's take on this to design your e-learning course?
- I have tried. I used the "fear of hurting others"approach on a course on Privacy and Confidentiality.
I used statistics showing the internal accidental data sharing is the number 2 cause of identity theft in a corporate environment. Then showed that fear in my characters and steered them towards learning about the methods to protect sensitive information.
Its been a very big hit here.
