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Blooms Taxonomy- An Instructional Designer's Best Friend

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Blooms Taxonomy- An Instructional Designer's Best Friend

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I found writing strong learning objectives to be the most important skill when designing a learning program.
My learnings from Bloom's Taxonomy, especially the Anderson's revised version allowed to me really focus on the  crucial step pf my curriculum design process where I concentrate on Alignment. Alignment on the objectives I've set for the whole program, the content I'm writing, the activities that will aid with deeper learning and of course the assessment I will run to ensure learning has been a success.

In my earlier career, starting my program designs with the basic starting point of "by the end of the lesson, the learners will be able to..." used to give me very high anxiety as I knew what needs to come next will need to capitulate all my content. I always tried to summarise the subject objectives into my program outline, without taking any scaffolding or learning levels into consideration. Bloom's Taxonomy now not only allows me to move between the six levels to ensure the scaffolding for my learning is there, but I am taking the time to consider the LOTs and HOTs of my learnings.

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Learning Theories (Otherwise referred to in our COP as the "visms")

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Learning Theories (Otherwise referred to in our COP as the "visms")

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Each of the Key Learning Theories look at learning from how it can be implemented to get best learning solutions. They can be applied to various teaching/learning strategies.

In my profession constructivism most aligns with my teaching methods as constructivism suggests teachers acts as a facilitator that provide information to the learners and allow them to discover their own learnings. (Kara, 2018)

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Accommodations to learner's learning styles and the allowance for learners to join or form their own communities of practices to enrich their learnings evoked my curiosity as a learner and facilitator as we learned about metacognition (Bransford, et al 2000)

As Stenger (2014) says, “…curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers”.  To engage a learner in learning, we need to accommodate for the learner to understand their own cognitive thinking preferences or their metacognition.

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This course not only allowed me to gain extensive knowledge on learning and teaching, it also allowed me to experience being a learner in the new age.
Sharing my learning journey with my fellow students allowed me to grow and understand my Professional Identity and expand my interest in adult education, specially in relation to Higher Education.

I believe I have now truly reached the Growth Mindset more than ever before, I cannot wait to grow even more.

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Just wanted to take this opportunity and thank you for everything Thu!

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I believe constructive alignment all about recognising the learners and their learnings as equally important components.
As student engagement is at the core of the TLA, to have the most effective learning, the facilitator's role is to align the ILOs to the TLA to build learning.

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Our COP and their forever helpful feedback really assisted my program design this week

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Interesting Resource that helped my learning on this topic

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Interesting Resource that helped my learning on this topic

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Rug (2018) really clearly describes the course design and course activities, resources and assessment, and its importance of all 3 of these being aligned to create the best possible learning design.

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To be able to re-evaluate my already written Intended Learning Outcomes and check against Bloom's Taxonomy's pf learning levels was a great re-affirmation of knowledge once again.

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Interesting Resource that helped my learning on this topic

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Interesting Resource that helped my learning on this topic

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As described by Spencer (2021) in this view, Bloom’s Taxonomy is not necessarily about a learning theory but more of a framework. we need to keep in mind the need for our learner's to have more critical thinking in their learning environments to make way for deeper learning.

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Bloom's Taxonomy: The Most Useful Tool for Learning?

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In my opinion,  Vygotsky's (1978) ZPD is that gap between what the student has mastered and what they can potentially master with the aid of their facilitator.

And scaffolding refers to the assistance and support beign provided to the student who is attempting to learn  or master the skills within the ZPD. As the knowledge of the levels increase in the learner, the support provided by the facilitator is gradually decreased.

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Interesting Resource that helped my learning on this topic

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Interesting Resource that helped my learning on this topic

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As Rodrigez (2014) very simlply explains in this video, the ZPD is the difference between what a learner can do independantly vs what they can do with a bit of support from their teacher.

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As a corporate learning and development partner, I have experienced transformative learning multiple times in my career. Many times, I interpreted my learning to have meaning and have had to reinterpret multiple times as I grew in experience and knowledge (Mezirow, 1991)

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An interesting resource that helped my learning on this topic

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An interesting resource that helped my learning on this topic

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Jarvis (2015) describes the 10 phases of the Transformational Learning as a deep, constructive and meaningful learning that learners consciously go through to make meaning of their learnings.

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Pedagogy Vs Andragogy Vs Heutagogy (Otherwise known by our COPs as Death by Gogy)

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Pedagogy Vs Andragogy Vs Heutagogy (Otherwise known by our COPs as Death by Gogy)

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For me, the best way to remember the difference between the 3 major learning theories is summed up as  pedagogy referring to teaching children., andragogy is the facilitation learning for adults, who are curious about the topic while heutagogy is the guidance provided to learners for their self-management of learning.

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Very lively conversation on this weekly forum this week regarding the different learning theories and the roles the educator plays in each of the theories.

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Interesting Resource that helped my learning on this topic

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Interesting Resource that helped my learning on this topic

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King's (1962) suggestion that in heutagogy, the educator’s role in this approach is to guide the learner in their learning path only correlated well with my program design.

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Really enjoyed the COPs discussion on the Cognitive Learning Loop

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An interesting resource that helped my learning on this topic

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An interesting resource that helped my learning on this topic

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Harris (2014) describes the learning theories and where best to apply which theory when designing learning programs was very well explained in this video

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Reading my community's significant learning experiences reconfirmed for me that I am in the perfect profession, as I am motivated by the impact a facilitator can have on the lives of their learners.

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An interesting resource that helped my learning of this topic

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An interesting resource that helped my learning of this topic

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Really enjoyed this video's insights spoken through by Spencer (2018) on metacognition and explanation of the Metacognition Cycle and the higher levels of metacognition in students, more likely they are to achieve better learning outcomes.

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What is metacognition? (Exploring the Metacognition Cycle)

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A community of practise (CoP) in my opinion is a group of people that share a common issue, concern, goal or interest in a topic/task that come together to achieve a desired outcome. As Wegner-Trayner (2015) states, the most important feature of a CoP is its shared domain of interest and CoPs creates a support network for individuals that have domain of interest. Feeling supported helps build confidence.  Individuals who feel supported when trying to achieve a goal tend to work harder and by being part of a community with a common interest, an individual may feel further invested in the task on hand.

Being part of this CoP assisted my understanding in the stages of CoP development and the challenges they face together throughout the time they have been allocated.

I saw through this community, my drive to other CoPs grew and found myself being on the look out for others that can enrich me learning outside of this course. I joined the Transormational Learning CoP that is currently being hosted via Torrens University along with the APD CoP that allowed me to understand new initiatives in best student engagement.

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really enjoyed the discussion on our community of practice once again. the resources we shared with each other really provoked my interest and even led me to join other COPs throughout our University e.g. Transformative Learning Group, The Academic Professional Development Newsletter by L Shibata, SEI's Curiosity Development Groups

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An interesting resource that helped my learning of this topic

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An interesting resource that helped my learning of this topic

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This video really allowed me to understand the importance of being surrounded by communities of practice. Webber (2018) illustrates the 5 major reasons for COPs are the support network they create, opportunity they provide to continue your development, sharing of knowledge, scaling possibilities of the common knowledge and lastly the work together on common issues/challenges to create community's own better/best practices

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Building Successful Communities of Practice by Emily Webber at Mind the Product London 2018

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The Intended Learning Outcomes, did I really meet them?

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The Intended Learning Outcomes, did I really meet them?

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Throughout the last few weeks, I can see myself not only learning new and amazing insights into Learning & Teaching methodologies, but I am re-affirming my professional identity and my role within the realms of Professional Development in the corporate world.

Through this course, I have joined an amazing community of practice with likeminded individuals who are passionate about learning and inspiring others to learn. Their feedback on my reflections and my interpretations of my new knowledge's application to my role has allowed me to reaffirm my competencies as a true Learning & Development Business Partner to our organisation.

Alongside my enrolment in this subject, I am leading a global project at Torrens University to create a brand new Leadership Fundamentals Program which will be rolled out to all our new leaders across the global enterprise.

I have found being able to design the curriculum and address the learner's individual styles very challenging at the beginning of the process, however as I have learned more about adult learning styles, discovered information on transformative learning, Bloom's taxonomy levels and understood the impact of scaffolding and constructive alignment, my program has become more enriched and learner centric.

In the next section of this post, I wish to demonstrate my learnings, my analysis and my practical applications of these learnings through my GCLT subject weekly outline.

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My discussion contribution on our community of practice provoked a lively discussion on "brand" and how it plays a role in every professional's identity.
We all have brands developed in our professions and consciously or subconsciously we try and live up to our professional identities daily and we can only succeed in our professions if we continually invest in our development.

I also contributed to my fellow classmate's discussion posts and was exposed to the variety of way similar information was being presented differently.

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Who am I? What's my Professional Identity?

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Who am I? What's my Professional Identity?

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My professional identity , or rather my brand is a facilitator of knowledge sharing. Adult learners bring their own ideas, experiences, feelings, values and backgrounds to classrooms and contribute to their learnings so my role is to ensure their thirst for knowledge is nourished and I continue to embed a growth mindset in my learners.

Cascio, T. and Gasker, J. (2001) says, professional identity is “consisting of a self image made up from a body of knowledge and repertoire of skills combined with ‘the acceptance of the values of the profession’” . This resonated with me as I believe having a repertoire of skills is a key way to earn student trust and acceptance of you as the facilitator of the learning experience.

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An interesting resource that helped my learning of this topic 

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An interesting resource that helped my learning of this topic 

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“Professional identity is the concept which describes how we perceive ourselves within our occupational context and how we communicate this to others” (Neary, 2014)

Really enjoyed reading this quote as it signifies that there is no one method of defining your own identity, and although we may all possess similar titles, our professional identities are unique to each person.