Here we will look at the use of Bloom’s taxonomy to write learning outcomes. Bloom's taxonomy, named after Benjamin Bloom (1956) and later revised by Anderson and Krathwohl (2001) is a classification of learning skills that is often used in education. When writing learning objectives or outcomes, it provides a means of expressing these in clear language.
Learning taxonomies can be equally applied to the design of training sessions.
Providing clear learning outcomes:
- reduces ambiguity and confusion
- focuses attention on a learning activity
- signals the level of complexity of activities
- enables students to understand what is expected of them
- helps learners and tutors measure and assess progress
- provides a clear route of progression to higher order thinking skills.
Developed by the Educational Development Unit, University of the Highlands and Islands.
UHI provides links to external sources of information and may refer to specific Web sites, products, processes or services within this resource. Such references are examples and are not endorsements and whilst every effort is taken to ensure the accuracy of information provided UHI is not responsible for any of the content or guidance. You are advised to exercise caution.
Information on social media websites may also be provided. Staff using social media websites must comply with the University’s social media policy. It is recommended that you fully understand the terms and conditions of use before using these sites and that you take steps to protect personal or sensitive data.×
A characteristic of technology that enables people with disabilities to use it. For example, accessible Websites can be navigated by people with visual, hearing, motor, or cognitive impairments. Accessible design also benefits people with older or slower software and hardware.
Official recognition awarded by an authority or body to recognise that certain standards have been achieved/met.
A learner-centred model of learning that utilises activities in class sessions to enhance learning.
The theory and practice of teaching adult learners – see pedagogy.
The process used to judge, evaluate or appraise whether a system or a person meets a set of criteria or requirements.
Learning that uses methods or technology that enables the exchange of information outwith the boundaries of time and space. Used when working across time zones or where people are unlikely to all be available at the same time. Discussion boards and email are examples of tools that can be utilised.
Information provided alongside a piece of work to identify the original creator or copyright owner.
The group of people that the learning has been designed to teach.
A recording of either a live lecture or a scripted lecture that is then distributed online for learners to listen to.
Software tools used by developers and instructional designers to create e-learning materials.
A graphic or icon used to represent a person in an online environment. Intended to enable users to add a personal touch to their online presence.