Taking a Giant Leap Using the Taxonomy of Significant Learning to Inform Instructional Design Ashlynn Kogut Texas A&M University

The Plan Discuss the Origin of the Taxonomy Elements of the Taxonomy Articulation of Outcomes Using the Taxonomy Consider How the Taxonomy Relates to One-Shots Reflection activities will be interspersed for consideration of how the taxonomy applies to one-shots.

Thinking About Our Instruction

Raise your hand if you have heard of Fink’s Taxonomy of Significant Learning.

Fink in LIS Literature Design of semester long business research course (Jefferson, 2017) Used in developing online information literacy course (LeMire, 2016) Creating objectives for 3D copyright education (Thomas, 2018) Used in designing faculty workshops (Bowles-Terry, Watts, Hawthorne, & Iannuzzi, 2017) Resource for teaching librarians (Lannon & Colosimo, 2012)

What instructional design models do you use when planning your instruction sessions?

Think about your typical one- shot session… What impact do you want that learning experience to have on students in their course?

Current higher education environment Origin of the Taxonomy Current higher education environment

Significant Learning Teaching results in a “lasting change” in students’ lives. Students must do more than understand and remember. Connections between “life file” and “course file.” Fink, 2013, p. 7, p. 34

What comes to mind when you hear the phrase “significant learning”?

Create Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy

Taxonomy of Significant Learning Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Taxonomy of Significant Learning

Taxonomy of Significant Learning Bloom’s Taxonomy Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Create Evaluate Analyze Apply Understand Remember

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Foundational Knowledge Fink describes as Understand and remember Needed to achieve other kinds of learning In information literacy setting Knowing what is a database, scholarly article, popular article…

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Application Application Fink describes as Skills Critical, creative, or practical thinking Performing a new task In information literacy setting Choosing an appropriate topic Searching for information Evaluating information Citing sources skills, critical/creative/practical thinking in literature on college teaching this is seem as skills, managing complex projects, general concept of thinking, critical thinking, creative thinking, practical thinking “engage in some new kind of action” “goal of any skill-focused learning is to move learners along a continuum in the direction of being able to perform an action at a higher level of competence” (p. 44) (Developing skills in topic development, searching, evaluating, and citing.)

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Integration Fink describes as Making connections between ideas, learning experiences, and life In information literacy setting Linking information evaluation to personal settings Seeing how different topics require different information

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Human Dimension Human Dimension Fink describes as Learning about oneself and others “Personal and social implications” of what learned In information literacy setting Developing personal voice Realizing value of information

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Caring Caring Fink describes as Developing new feelings, interests, and values In information literacy setting Concern about how and why information is produced

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Learning How to Learn Learning How to Learn Fink describes as Becoming a better student Asking about a subject Self-directed learning In information literacy setting Continuing to learn utilizing search and evaluation skills

How does this apply to one-shots? Apply the categories of the taxonomy to the instructional context Consider the “beyond cognitive” categories as instructional goals

Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Which levels of the taxonomy do you want to achieve in your one-shot session?

Linking Taxonomy to Framework Jefferson (2017) maps each of the categories to the frames Authority is Contextual – Foundational Knowledge Searching as Strategic Exploration – Application Information Creation is a Process – Integration Research as Inquiry – Learning How to Learn Information has Value – Caring Scholarship as Conversation – Human Dimension

Articulation of Outcomes

Verbs for Significant Learning Goals Foundational Knowledge Remember Understand Identify Integration Connect Identify interaction between Relate Integrate Caring Get excited about Be ready to Be more interested in Value Application Use Assess Critique Judge Manage Analyze Solve. Create Human Dimension Come to see themselves as Interact with others regarding Understand other in terms of Decide to become Learning How to Learn Read and study effectively Identify sources of information on Frame useful questions Create a learning plan Fink, 2013, p. 89

How does this apply to one-shots? Articulate achievable learning outcomes Visualize how information literacy connects throughout the course

Write your own learning outcomes using the Verbs for Significant Learning Goals.

Verbs for Significant Learning Goals Foundational Knowledge Remember Understand Identify Integration Connect Identify interaction between Relate Integrate Caring Get excited about Be ready to Be more interested in Value Application Use Assess Critique Judge Manage Analyze Solve. Create Human Dimension Come to see themselves as Interact with others regarding Understand other in terms of Decide to become Learning How to Learn Read and study effectively Identify sources of information on Frame useful questions Create a learning plan Fink, 2013, p. 89

Example Significant Learning Goals Foundational Knowledge Understand information is complex Identify information sources beyond Google and Wikipedia Describe why credit must be given to the original ideas of others Application Determine an appropriate topic for a particular information need Make decisions about what resouce will fit an information need Formulate relevant search strategies for databases and the Internet Evaluation found information Create citations for sources Integration Connect information use to other courses as well as to their personal lives

Example Significant Learning Goals Learning How to Learn Develop a commitment to finding, using, and evaluating information throughout their lives Learn about their own assumptions and habits regarding information seeking in order to continue to develop their skills in the future Human Dimension Come to see themselves as knowledgeable consumers of information Develop an identity as a contributor of information Become aware of how individuals and groups are excluded from the information marketplace Caring Be interested in how and why the information encountered in daily life is generated

How would a one-shot fit into a significant learning course? Helps students “learn how to learn” Application of information literacy concepts to other situations/courses

Look back on your answer to: “What impact do you want that learning experience to have on students in their course?” How can the taxonomy of significant learning assist you in achieving that impact?

Any questions? Ashlynn Kogut awkogut@library.tamu.edu Thanks! Any questions? Ashlynn Kogut awkogut@library.tamu.edu

References Bowles-Terry, M., Watts, J. C., Hawthorne, P., Iannuzzi, P. (2017). Collaborating with Teaching Faculty on Transparent Assignment Design. In B.K. West, K. D. Hoffman, M. Costello (Eds.), Creative Instructional Design: Practical Applications for Librarians, 291-311. https://digitalscholarship.unlv.edu/lib_articles/530 Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. and updated edition.) San Francisco: Jossey-Bass. Jefferson, C. (2017). Good for business: Applying the ACRL Framework Threshold Concepts to Teach a Learner-Centered Business Research Course. Ticker: The Academic Business Librarianship Review, 2(1). Lannon, A., Holder, S., & Colosimo, A. (2012). Walking the walk, talking the talk: a learning-centered approach to the design of a workshop on teaching for McGill librarians. Practical Academic Librarianship: The International Journal of the SLA Academic Division, 2(2), 18-35.

References LeMire, S. (2016). Information Literacy and Instruction: Scaling Instruction to Needs: Updating an Online Information Literacy Course. Reference & User Services Quarterly, 56(1), 17-22. Thomas, C. (2018). In Depth: Interactive Copyright Education for 3D Objects. Journal of Copyright in Education and Librarianship, 2(1), 1–17. Credits Special thanks to all the people who made and released these awesome resources for free: Presentation template by SlidesCarnival