Higher education tends to bow down to Bloom as the oracle of educational objectives. Bloom’s cognitive taxonomy, which ranks types of learning on six levels from “lowest” (remembering) to “highest” (creating), is a standard guide that almost all academic committees use in reviewing course proposals.
The pandemic’s effects on higher education are giving us the chance to rethink, reexamine, and redesign our teaching efforts. From objectives to tech use to assignment choices, opportunities abound. I want to include the time factor in this process—not the time we put into course
On the surface, learning objectives don’t seem all that complicated. You begin with an objective or you can work backwards from the desired outcome. Then you select an activity or assignment that accomplishes the objective or outcome. After completion of the activity or assignment, you
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