Mastering Microlearning: Harnessing Bloom's Taxonomy for Effective Learning
Introduction
In the realm of training, Bloom's Taxonomy stands as a cornerstone framework for designing learning objectives and assessing learning outcomes. With the rise of microlearning – a strategy that delivers small, focused learning units – integrating Bloom's Taxonomy becomes paramount for ensuring that learning experiences are comprehensive and impactful. In this article, we delve into the principles of Bloom's Taxonomy and explore how it can be effectively utilized in the context of microlearning to enhance learning outcomes.
Understanding Bloom's Taxonomy
Developed by educational psychologist Benjamin Bloom in the 1950s, Bloom's Taxonomy classifies learning objectives into six hierarchical levels, organized from simple to complex cognitive processes. These levels are:
Remembering: Recalling information or facts.
Understanding: Grasping the meaning of information.
Applying: Applying knowledge or skills in new situations.
Analyzing: Breaking down information into parts and understanding relationships.
Evaluating: Making judgments based on criteria and standards.
Creating: Generating new ideas, products, or solutions.
Bloom's Taxonomy provides a framework for educators to design learning experiences that foster higher-order thinking skills and promote deep understanding.
Integrating Bloom's Taxonomy into Microlearning
When applied to microlearning, Bloom's Taxonomy serves as a guide for structuring learning content and activities that promote meaningful engagement and learning. Here's how each level of Bloom's Taxonomy can be integrated into microlearning:
Remembering (Recall):
Microlearning modules can include brief quizzes or flashcards to reinforce memorization of key facts or concepts.
Utilize short audio or video clips to recap essential information covered in previous modules.
Understanding (Comprehension):
Present microlearning content in a clear and concise manner, using multimedia elements to enhance comprehension.
Incorporate examples, case studies, or scenarios to help learners grasp the meaning of complex concepts.
Applying (Application):
Include interactive simulations or scenarios that require learners to apply their knowledge to solve practical problems.
Provide real-world examples or case studies that illustrate how concepts can be applied in different contexts.
Analyzing (Analysis):
Break down complex topics into smaller components, with each microlearning module focusing on a specific aspect of analysis.
Encourage learners to compare and contrast different perspectives or approaches to a problem through short activities or discussions.
Evaluating (Evaluation):
Prompt learners to critically evaluate information or arguments presented in microlearning modules.
Include opportunities for peer feedback or self-assessment to encourage reflective thinking and evaluation of one's own learning.
Creating (Creation):
Engage learners in creative activities that allow them to generate new ideas, designs, or solutions.
Encourage learners to collaborate on short projects or assignments that involve creating something tangible or innovative.
Benefits of Using Bloom's Taxonomy in Microlearning
Promotes Higher-Order Thinking: Integrating Bloom's Taxonomy into microlearning encourages learners to engage in higher-order cognitive processes, such as analysis, evaluation, and creation, leading to deeper understanding and critical thinking skills.
Enhances Learning Outcomes: By aligning microlearning activities with Bloom's Taxonomy, educators can design learning experiences that target specific cognitive skills and learning objectives, resulting in more effective learning outcomes.
Facilitates Personalized Learning: Bloom's Taxonomy provides a framework for designing personalized learning paths tailored to individual learner needs and preferences, ensuring that each learner receives content at an appropriate level of complexity.
Encourages Active Engagement: Incorporating diverse activities at different levels of Bloom's Taxonomy promotes active engagement and participation among learners, fostering a dynamic and interactive learning environment.
Provides Clear Progression: Bloom's Taxonomy offers a clear progression of cognitive complexity, allowing learners to scaffold their learning from basic recall to higher-order thinking skills, providing a sense of achievement and progress.
Case Study: Implementing Bloom's Taxonomy in Microlearning
Imagine a corporate training program aimed at improving employees' customer service skills. By integrating Bloom's Taxonomy into microlearning modules, the training program can be structured as follows:
Remembering: Employees recall the key principles of excellent customer service through short quizzes or flashcards.
Understanding: Employees watch brief videos explaining different customer service scenarios and how to respond effectively.
Applying: Employees participate in interactive simulations where they practice handling various customer service situations.
Analyzing: Employees analyze case studies of real customer interactions to identify areas for improvement and best practices.
Evaluating: Employees assess their own performance in customer service scenarios and receive feedback from peers or supervisors.
Creating: Employees collaborate on developing innovative solutions to common customer service challenges and share their ideas through short presentations or discussions.
Conclusion
Integrating Bloom's Taxonomy into microlearning offers a powerful approach to designing effective and engaging learning experiences. By aligning microlearning activities with the cognitive processes outlined in Bloom's Taxonomy, educators can create targeted learning modules that promote deep understanding, critical thinking, and practical application of knowledge. As organizations continue to embrace microlearning as a flexible and efficient training solution, leveraging the principles of Bloom's Taxonomy will be instrumental in maximizing the impact of microlearning initiatives and driving positive learning outcomes.
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bruh i wish there was GL that was on the same level of fever dream as animes like sasaki to miyano or given .. maybe the good GLs just aren’t popular but i’m seriously upset that i cant find any good ones </3
the ones i find are usually bland— (and sometimes borderline problematic 😭???)— and they just don’t have the same kind of dumb humour or tense scenes you can find in straight romance animes. honestly a lot just feel like excuses to sexualise wlw couples…
a few decent ones ive seen are im in love with a villainess, bloom into you, and kase-san and morning glories, but they were all just kind of boring to me and just didn’t hit the same. like i need an anime that’s set out exactly just like some generic romance like horimiya or something.. but make the love interest a woman!
i live for lgbt+ rep in anime as a pansexual girl myself. as much as i like a lot of popular romance animes with straight couples, ones with queer couples feel more special to me. i also quite like a lot of BL animes, but it’s only really because of the queer rep and it just makes me wish i had a girlfriend as i’m watching it LMAO.
i swear ive searched the heavens and earths for GL animes that are at least over a 7/10, but i’ve fallen short.. </3
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Growing up in an extremely ultra religious, cult-like family was a mindfuck for multiple reasons but that doesn't stop unfortunately, even when you escape. For example, see: The overwhelming feeling of boiling hatred and shame for who you used to be.
The angry hatred for the past person I used to be, the version of myself that mindlessly parroted my family's beliefs and listened to their every command, constantly simmered under my skin and invaded my every thought. I was embarrassed of what I used to be- even as I made friends of different ethnicities and faiths, as I listened and explored new ideas and worlds that I never knew existed, as I started the first LGBTQ+ club at my school and volunteered with kids who deserved so much more- there was always a little voice in the back of my head.
"They would hate you if they knew what you were. They would hate the horrendous teachings that were seared into your mind, the things that you used to say and believe. You are nothing but a pretender."
And it is true that my beliefs were bigoted in all the worst ways. It is true that I believed truly heart-wrenching things without a second thought and judged others in such harsh and unfair ways. I told myself that there was no coming back from that, not really. There was nothing I could do to ever make up for it.
Then I remembered that the person who said those things wore velcro light up sneakers and collected finger puppets that the librarians handed out as awards for reading picture books. The person that held signs at pro-life rallies and anti-LGBTQ+ protests had a cherished sticker book and hunted minnows in the creek after school and adored their puffle on club penguin and was really into greek mythology and had skinned knees from climbing trees at recess and knew every Disney song by heart and was absolutely terrified of the dark.
That person was a child.
I was a child.
It took a really long time. Years and years of reflection and distance, but I've decided that I can't hate the past version of myself anymore. I feel pity and remorse, I feel anger- I feel so much fury and violent rage- at what my childhood was and I grieve what could- no, should- have been, but I no longer resent who I was.
I'm not ashamed.
I am so, so, so unbelievably proud of that little kid. For being brave enough to leave the comfort and safety of what I was told was right. For not being afraid to be wrong. For seeking out information and knowledge in a culture that praised ignorance. For questioning everything, relentlessly.
I am by no means a perfect person, I never have been and I never will, but I am proud of myself in every iteration that has ever existed because I know that I have never stopped trying to understand and learn and grow, and I never will.
If you have ever been in a similar situation and feel similar things, first of all: My condolences on your lost childhood. Second of all: Please be nice to that past version of yourself and recognize all the hard work they did to make you who you are today. That person was a survivor and an inspiration. They deserve nothing but love.
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One of the striking things to me about Rings of Power is how little it has invested in acting talent. It has zero people I recognize, either by face or by name. Yes, some of them have recurring roles, and I’m sure there are a couple who are known outside the community.
But I saw how much the cast was getting paid, and the highest paid was about $35k/episode. Taking the top 8 stars, it came to about $2.8M for the entire season. This is approximately what Rosamund Pike got for the entire first season of Wheel of Time, a show with (a) fewer episodes, and (b) approximately 10% the budget.
A lot of shows like to invest in new talent, and this is good!
But Game of Thrones started with Sean Bean (from LOTR), and Aiden Gillen who was well-regarded from The Wire. Stranger Things has Wynonna Rider.
The entire LOTR trilogy had a budget of $280M, which comes to about $450M in today’s dollars. And it managed to have Sir Ian McKellan, Christopher Lee (not yet Knighted), Cate Blanchett, and Hugo Weaving, plus Sean Bean and a number of known, if not super-famous stars.
The first Harry Potter movie had a budget of $125M (about $200M today) and had Maggie Smith and Richard Burton, as well as a known, but not ridiculously famous Alan Rickman.
And a bunch of other TV shows are shelling out ridiculous amounts for well-known stars. Orlando Bloom is getting $350k/episode! Patrick Stewart is getting $750k!
Meanwhile, Rings of Power had a production budget of $750 million for the first season, and has absolutely no high-level talent, anywhere. And did not seem to overly-prioritize strong acting ability among its newer talent, either.
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