While the usage of Bloom’s Taxonomy (BT) to nail the learning outcomes has been used for training over several decades, the Revised Bloom’s Taxonomy (RBT) brings in an added dimension that enables it to be used more effectively to design eLearning.
In this blog, I touch upon the basics of Revised Bloom’s Taxonomy (in contrast to Bloom’s Taxonomy). Then I move on to showcase how can you use RBT to design the learning architecture of eLearning courses. Specifically, I touch upon how you can use RBT to bring in behavioural change.
The Bloom’s Taxonomy was revised by Lorin Anderson and others. This is reflected as following two changes:
The figure illustrates the revised structure. For an easy reference, the Bloom’s Taxonomy is shared along side.
Let’s see both these revisions in detail.
The learning architecture of the eLearning course is crafted using RBT.
RBT guides the creation of an online learning solution based on the kind of knowledge and the level of cognitive/affective complexity of the course. The process of mapping the course creation to RBT ensures the learning experience is crafted as per an accepted and ratified framework. It also allows more time to craft an engaging online learning experience.
NOTE: The second aspect is the significant value-add that RBT provides to create eLearning courses. We can tag the content to various content types (Fact, Principle, Process, Procedure and so on). Looking at the nature of the content, we can identify how it should be presented in the online format (as static information, an interactive frame or a knowledge check that reinforces learning or validates the required cognition level).
The Affective Domain addresses interests, attitudes, opinions, appreciations, values and emotional sets.
If your aim is to bring about a behavioural or attitude change through the learning, then structure the information to progress through the levels of the Affective domain, as shown here:
Please refer to the table that lists the action verbs corresponding to the Affective Domains that can be used to create the learning objectives in eLearning courses.
|Affective Complexity||Behavioural Terms|
|Receiving||Asks, chooses, identifies, locates, points to, sits erect|
|Responding||Replies, complies, describes, aids, performs, practices, reads, reports, writes assists, presents|
|Valuing||Differentiates, explains, initiates, justifies, proposes, shares|
|Organising||Arranges, combines, compares, generalises, integrates, modifies, organises, synthesises|
|Internalising||Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies balance|
I hope this blog gives you the required cues on what is Revised Bloom’s Taxonomy (RBT) and, in contrast to Bloom’s Taxonomy (BT), how is it more effective in creating the learning architecture of eLearning courses.
Want more insights on the Revised Bloom’s Taxonomy (RBT) and how to use it to design eLearning courses?
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