Using Bloom's revised taxonomy to write learning outcomes
Before writing the learning outcomes, you should consider the following:
- What should the learner be able to do at the end of the learning activity?
- What knowledge, skill or abilities should the learner be able to demonstrate?
- What will learners need to be able to do to demonstrate what they have learned? (Source: Blooms P4)
The answers to these questions can be used to write the overall aim of the session. The learning outcomes provide the next level of detail. This is often written as "By the end of the session you will be able to ...."
Using Bloom's revised taxonomy also helps focus on the level of learning to be undertaken. It shows the progression from lower order to higher order thinking skills - from remembering to creating and helps to construct learning effectively by showing how one level leads to the next level of understanding.
arrange, define, describe, identify, label, list, locate, memorise, name, select, state
Assessment/activity objective example
Arrange the fruits below from high to low in order of their calorific values.
quiz, ‘Googling’, labelling diagrams/charts/ pictures, quoting laws/ procedures, brainstorming
Examples of outputs
definition, fact chart, social bookmarking, mind map, glossaries, list, recording
Developed by the Educational Development Unit, University of the Highlands and Islands.
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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.