Learning objectives
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Learning objectives
Depending on the module goals, learning objectives may target a range of skills or cognitive processes. Bloom and Krathwohl’s (1956) taxonomy of educational objectives differentiates between three domains of learning: cognitive, affective and psychomotor.
For this Collaboration, you suggest possible learning interventions that would fulfil the learning needs identified by your colleagues.
Reference:
Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.
Noting the range of types of learning objectives presented.
Discussing ways your experiences in the creation of learning objectives are similar or different.
SAMPLE ANSWER
Introduction
Taxonomy involves the classification of different learning objectives that students are expected to achieve as set by educators. The three major categories are cognitive, affective and psychomotor. To provide a holistic form of education, educators insist on attainment of all the three objectives (Anderson & Krathwohl, 2001).
Cognitive domain of education objective revolves around attainment of knowledge and critical thinking. The recipient of knowledge must demonstrate understanding and application of the acquired knowledge to analyze and remember the concepts taught. Different individuals have varying aspects and affinity to grasp what is taught in class. Some individuals may display outstanding abilities in cognitive skills as demonstrated in academic performance and general analytic skills (Bloom & Krathwohl, 1956). Others may be excellent in physical abilities like driving, running and other sporting activities that require a different form of training. Psychomotor domain is applicable to this group of persons. It involves the physical attribute that an individual posses and the ability to manipulate tools or other instruments in an effort to develop or excel in the production or organization of an event, sport or any other activity that requires someone’s presence.
Affective domain is the response or the description of individual reaction mostly emotional. The objectives of affective domain aim at developing growth in feelings, attitudes and emotions. For effective achievement of these objectives, students must demonstrate minimum abilities to pay attention to recognize and memorize the concepts taught by attaching some value to the knowledge acquired. The students must be able to apply what they have learnt by accommodating, comparing, elaborating and relating the concepts learnt with their environment.
My colleagues mostly in college and work place have demonstrated strong cognitive skills compared with the other two domains. To develop effective cognitive skills that are applicable to the current corporate market setup, the best learning intervention that would provide a holistic development would be available in corporate universities (Simpson, 1966). These institutions provide accredited learning programs that are complete with case studies that simulate particular job demands and training requirements (Reid & Barrington, 1999). To provide the needs of the affective domain most colleges offer elementary psychology classes for overall growth in attitudes and emotional development. The need for effective interpersonal skills especially when dealing with clients and other stakeholders in the same industry is an essential part of the affective domain objective (Goleman, 2006). The learning strategies that can be applied in a job setup include on the job training, planned internal or external organization experience, internal or external courses or even personal self managed learning programs. The intervention methods would include coaching and action learning mostly for psychomotor needs and other relevant cognitive and Affective needs required (Grant, 2006). Mentoring, education partnerships and E-learning interventions are also suitable for both college students and employees.
For my colleagues to learn, they must have the desire to learn and accomplish their targets. Their perception or ability to apply individual cues to guide and control their motor activities as adduced by the psychomotor concept determines their eventual ability to change or develop their skills or behaviors. The abilities to assemble, dismantle, construct, organize or play successful indicate whether one’s performance is better, quicker or effective. Other skills like estimating where a ball would land or determine the condition and problems of a motor car by its engine sound or determine the quality of wine or coffee by its smell or taste are all good pointers to perception in psychomotor domain.
References
Anderson, L. W. & Krathwohl, D. R. (eds.) (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. https://www.jstor.org/stable/42926529
Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.
Goleman, D. (2006). Emotional intelligence. New York: Random House.
Simpson, E.J. (1966) ‘The classification of educational objectives: psychomotor domain’, Illinois Journal of Home Economics, 10 (4), pp.110-144.
Reid, M.A. & Barrington, H.A. (1999) Training Interventions: promoting learning opportunities. London: CIPD.
Grant, A. M. (2006). Workplace and executive coaching: A bibliography from the scholarly business literature. In R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp. 367-398). Hoboken, NJ: Wiley.
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