The Domains of Learning Open Education Network http :// www . open - ed. net The Domains of Learning -------------------------------------------------------------------------- Paul Kawachi FRSA kawachi @ open-ed.net http://www.open-ed.net / library / domains.ppt

a comprehensive taxonomy is needed Open Education Network http :// www . open - ed. net a comprehensive taxonomy is needed for all the knowledge and skills to be learnt as educational objectives since previous guides are incomplete and disjointed overview

taxonomies have included those by - Bloom et al 1956 Open Education Network http :// www . open - ed. net taxonomies have included those by - Bloom et al 1956 - Anderson et al 1991 - Webb 2002 - Marzano & Kendall 2007 these cover the Cognitive (and Psychomotor), Affective, and Metacognitive Domains

Benjamin Samuel BLOOM 1913 ~ 1999 Theory of Mastery Learning Open Education Network http :// www . open - ed. net Benjamin Samuel BLOOM 1913 ~ 1999 Theory of Mastery Learning He classified all the educational objectives within the Cognitive, Psychomotor, and Affective domains according to their complexity. These taxonomies effectively operationalised the teaching process.

the various Domains of Learning : Open Education Network http :// www . open - ed. net the various Domains of Learning : Bloom's Cognitive Domain ( knowledge ) and Psychomotor Domain ( skills ) can be loosely combined together as one

Bloom : Cognitive Domain ( knowledge and skills ) Open Education Network http :// www . open - ed. net Bloom : Cognitive Domain ( knowledge and skills ) Bloom : Affective Domain Anderson, Bloom et al : Metacognitive Domain interface barriers, literacies, group size, lighting, support : Environmental Domain the internet, mass data, filtering, noise, time, costs, filing etc : Management Domain

surveys find barriers to learning : Open Education Network http :// www . open - ed. net surveys find barriers to learning : = areas for surmounting or objectives Bloom 1956, Garland 1993 Leggett & Persichitte 1998 Rezabek 1999 Anderson 2001 Hartman 2001

- content too difficult, or language is a problem Open Education Network http :// www . open - ed. net - content too difficult, or language is a problem or own computer skills inadequate surveys find barriers to learning : eg students report

- content too difficult, illiterate - Open Education Network http :// www . open - ed. net - content too difficult, illiterate - surveys find barriers to learning : eg students report

- content too difficult, illiterate - low interest Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest surveys find barriers to learning : eg students report

- content too difficult, illiterate - low interest, not fun Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library surveys find barriers to learning : eg students report

- content too difficult, illiterate Open Education Network http :// www . open - ed. net - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress surveys find barriers to learning : eg students report

surveys find barriers to learning : Open Education Network http :// www . open - ed. net surveys find barriers to learning : - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : Open Education Network http :// www . open - ed. net surveys find barriers to learning : - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : cognitive Open Education Network http :// www . open - ed. net surveys find barriers to learning : cognitive - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : cognitive affective Open Education Network http :// www . open - ed. net surveys find barriers to learning : cognitive affective - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : cognitive affective metacognitive Open Education Network http :// www . open - ed. net surveys find barriers to learning : cognitive affective metacognitive - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : cognitive affective metacognitive Open Education Network http :// www . open - ed. net surveys find barriers to learning : cognitive affective metacognitive environment - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

surveys find barriers to learning : cognitive affective metacognitive Open Education Network http :// www . open - ed. net surveys find barriers to learning : cognitive affective metacognitive environment management - content too difficult, illiterate - low interest, not fun, no motivation - slow feedback, low self-esteem - no space, competing family duty - no time, no library, coping stress

the five Domains of Learning : cognitive affective metacognitive Open Education Network http :// www . open - ed. net the five Domains of Learning : cognitive affective metacognitive environment management - aptitude knowledge and skills - motivations and group orientation - self-reflection on learning - social physical and virtual forum - coping storing and retrieval

Management : coping critically with massive amounts of information Open Education Network http :// www . open - ed. net Cognitive : the aptitude, prior knowledge and skills necessary for performing a task or test, and the content knowledge and reflective critical thinking skills to be learnt Affective : the motivation, attitude and decision to initiate performance, including the will to reduce own autonomy in order to achieve group tasks Metacognitive : understanding how the task is performed, and the ability to self-monitor, evaluate and plan own future learning, and willingness to help others to learn Environment : the social or physical forum and virtual or augmented reality in which learning occurs, including any group characteristics Management : coping critically with massive amounts of information to obtain appropriate material in a suitable quality for learning, and time management the five Domains of Learning :

the aptitude, prior knowledge and skills Open Education Network http :// www . open - ed. net Cognitive Domain : the aptitude, prior knowledge and skills necessary for performing a task or test, and the content knowledge and reflective critical thinking skills to be learnt the five Domains of Learning :

the motivation, attitude and decision to initiate performance, Open Education Network http :// www . open - ed. net Affective Domain : the motivation, attitude and decision to initiate performance, including the will to reduce own autonomy in order to achieve group tasks the five Domains of Learning :

Metacognitive Domain : understanding how the task is performed, Open Education Network http :// www . open - ed. net Metacognitive Domain : understanding how the task is performed, and the ability to self-monitor, evaluate and plan own future learning, and the willingness to help others to learn the five Domains of Learning :

the social or physical forum and virtual or augmented reality Open Education Network http :// www . open - ed. net Environment Domain : the social or physical forum and virtual or augmented reality in which learning occurs, including any group characteristics the five Domains of Learning :

coping critically with massive amounts Open Education Network http :// www . open - ed. net Management Domain : coping critically with massive amounts of information to obtain appropriate material in a suitable quality for learning, and time management the five Domains of Learning :

constitute a comprehensive and full Open Education Network http :// www . open - ed. net 1. Cognitive Domain 2. Affective Domain 3. Metacognitive Domain 4. Environment Domain 5. Management Domain constitute a comprehensive and full taxonomy of educational objectives to be learnt the five Domains of Learning :

literature references : Open Education Network http :// www . open - ed. net literature references : Anderson, L., Krathwohl, D.R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing New York : Addison Wesley. Bloom B.S., Englehart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives, The cognitive domain. New York : David McKay. Garland, M. (1993). Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence. Distance Education, 14 (2), 181-198. Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. In H.J. Hartman (Ed.). Metacognition in learning and instruction. Kluwer Academic Publishers. Leggett, W.P., & Persichitte, K.A. (1998). Blood, sweat and TEARS : 50 years of technology implementations obstacles. TechTrends, 43 (3), 33-36. Marzano, R.J., & Kendall, J.S. (2007). The new taxonomy of educational objectives (second edition). Thousand Oaks, CA : Corwin Press. Rezabek , R. (1999). Barriers to distance education enrollment. Proceedings of the TeleLearning Conference, October. Austin, TX. Webb, N.L. (2002). Depth-of-knowledge levels for four content areas. http://www.broward.k12.fl.us/hrd/news/docs/Depth_of_Knowledge_for_Content_Areas.pdf

You can download these slides freely from the website Open Education Network http :// www . open - ed. net You can download these slides freely from the website http://www.open-ed.net / library / domains.ppt or by email to me at kawachi @ open-ed.net