Well over a half a century ago, education psychologist Benjamin Bloom developed a way to frame learning goals by identifying the key intellectual skills necessary for learning to occur. Still in use today, the 1990’s saw its modification to reflect an emphasis on the active nature of learning.1 What you see here is the latest iteration of this classification system. As you’ll note, the visualization of this learning taxonomy shows the lowest cognitive level occupying the largest amount of real estate with the higher cognitive domains of analyzing, evaluating and creating occupying the smallest amount. Interestingly, Bloom found in the 1950’s that 95% of test questions only asked students to think at the lowest level of learning, information retrieval.2
If it is true that our roles as educators and scholars are changing, with its attendant focus on new modes of scholarly authority and student engagement, what kinds of opportunities and challenges might these emerging technologies present to you as young scholars and educators?
During Monday’s class we will meet face-to-face and via Ustream (with Alex) to explore teacher-facilitated learning environments that make use of social media as well as some examples of open source publishing resources. For our Tuesday virtual class, we’ll
give WiZiQ one more try try out DimDim and discuss this week’s readings.