1. The Domains of Learning
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The Domains of Learning
Paul Kawachi FRSA
open-ed.net
/ library / domains.ppt

2. a comprehensive taxonomy is needed
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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

3. taxonomies have included those by - Bloom et al 1956
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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

4. Benjamin Samuel BLOOM 1913 ~ 1999 Theory of Mastery Learning
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Benjamin Samuel BLOOM ~ 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.

5. the various Domains of Learning :
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the various Domains of Learning :
Bloom's Cognitive Domain ( knowledge )
and Psychomotor Domain ( skills )
can be loosely combined together as one

6. Bloom : Cognitive Domain ( knowledge and skills )
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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

7. surveys find barriers to learning :
Open Education Network
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surveys find barriers to learning :
= areas for surmounting or objectives
Bloom 1956,
Garland 1993
Leggett & Persichitte 1998
Rezabek 1999
Anderson 2001
Hartman 2001

8. - content too difficult, or language is a problem
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- content too difficult,
or language is a problem
or own computer skills inadequate
surveys find barriers to learning :
eg students report

9. - content too difficult, illiterate -
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- content too difficult, illiterate -
surveys find barriers to learning :
eg students report

10. - content too difficult, illiterate - low interest
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- content too difficult, illiterate
- low interest
surveys find barriers to learning :
eg students report

11. - content too difficult, illiterate - low interest, not fun
Open Education Network
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- content too difficult, illiterate
- low interest, not fun
surveys find barriers to learning :
eg students report

12. - content too difficult, illiterate
Open Education Network
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- content too difficult, illiterate
- low interest, not fun, no motivation -
surveys find barriers to learning :
eg students report

13. - content too difficult, illiterate
Open Education Network
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- content too difficult, illiterate
- low interest, not fun, no motivation
- slow feedback
surveys find barriers to learning :
eg students report

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

15. - content too difficult, illiterate
Open Education Network
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- 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

16. - content too difficult, illiterate
Open Education Network
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- 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

17. - 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

18. - 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

19. - 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

20. 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

21. 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

22. surveys find barriers to learning : cognitive
Open Education Network
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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

23. 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

24. 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

25. 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

26. 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

27. the five Domains of Learning : cognitive affective metacognitive
Open Education Network
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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

28. Management : coping critically with massive amounts of information
Open Education Network
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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 :

29. the aptitude, prior knowledge and skills
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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 :

30. the motivation, attitude and decision to initiate performance,
Open Education Network
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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 :

31. 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 :

32. 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 :

33. coping critically with massive amounts
Open Education Network
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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 :

34. constitute a comprehensive and full
Open Education Network
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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 :

35. literature references :
Open Education Network
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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),
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),
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.

36. 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
/ library / domains.ppt
or by to me at
open-ed.net