Understanding vs. Knowing: Part 2
The Role of Bloom's Digital Taxonomy
For those of us designing online courses and educational programs for adults, bridging this gap between knowing and understanding is of utmost importance. To do this and do it well, we must leverage powerful frameworks grounded in learning theory and instructional design. This three-part blog will explore three such frameworks. The second is Bloom's Digital Taxonomy.
Deepening Cognitive Engagement: Integrating Bloom's Digital Taxonomy
To further refine the design of online learning experiences that cultivate understanding, educators can strategically integrate Bloom's Digital Taxonomy. Originally developed by Benjamin Bloom in 1956 and later revised, Bloom's Taxonomy provides a hierarchical classification system for educational objectives, outlining different levels of cognitive skills. The revised version emphasizes action verbs to describe the cognitive processes involved in learning. In the digital age, Andrew Churches adapted this framework into Bloom's Digital Taxonomy, incorporating the use of technology to enhance and expand learning opportunities.
The revised Bloom's Taxonomy outlines six levels of cognitive processes, each building upon the previous one :
Remembering: This foundational level involves recalling or recognizing information. In online learning, this might involve activities like using digital flashcards to memorize key terms or completing a basic knowledge check via a quiz.
Understanding: This level signifies the ability to comprehend the meaning of information. Online activities could include participating in discussion forums to explain concepts in one's own words or creating a short video summarizing a key theory.
Applying: At this level, learners can use knowledge in new situations or to solve problems. Examples in online learning include completing a virtual simulation to practice a skill or working through a case study to apply a learned framework.
Analyzing: This involves breaking down information into its component parts and understanding the relationships between them. Online learners might analyze a data set using spreadsheet software or participate in an online debate, critically evaluating different arguments.
Evaluating: This is when learners make judgments based on criteria and standards. Online activities could involve peer reviewing assignments using a rubric or evaluating the credibility of different online sources.
Creating: This highest level involves producing new work or original ideas. In online learning, this could manifest as designing a digital presentation, creating a podcast episode, or designing an online curriculum for a new program on a specific topic.
By intentionally designing learning objectives and activities that encourage learners to progress through these levels, educators can foster a deeper engagement with the material, moving beyond mere memorization towards genuine understanding.
While the taxonomy is often presented as a hierarchy, it's important to recognize that learning isn't always a linear process. Educators can design activities that engage multiple levels simultaneously or allow learners to revisit different levels as needed to solidify their comprehension.
The digital aspect of the revised taxonomy is particularly powerful for online learning, as technology offers a vast array of tools and platforms to facilitate activities at each cognitive level. These digital tools can enable interactive experiences, collaborative projects, and opportunities for learners to create and share their understanding in innovative ways.