Learning Outcomes and ICT

As Learning Managers the Learning Outcomes must be clear at the start and met at the end of the learning experience. To determine these outcomes we must examine what the students already know, need/want to know and how best they learn (Lynch, 2003). Once decided, to create the outcomes we will first look at Bloom’s Taxonomy (Bloom, 1956).

Bloom identified three types of learning domains including mental knowledge (cognitive), manual/physical skills (psychomotor) and attitude/emotion (affective), then developed categories to assess them in (excluding manual/physical skills, but later models have been developed). The mental knowledge domain categories can be linked with ICT strategies quite clearly. As you go down the table the thinking deepens.

Knowledge	Define, describe and reproduce - Web searches, presentation software, electronic encyclopaedia
Understanding	Meaning, distinguishes, explains and extends – web pages - publishing
Application	Solving, predicting and preparing - Programming, design software, Computer Aided Design (Google SketchUp) , GPS
Analysis	To retrieve, analyse, interpret and apply real information – interactive whiteboards, databases, GIS, data visualisation
Synthesis	To construct a pattern, create and share multimedia information online - Wikis (interactive publishing), social bookmarking, podcasts and embedded multimedia
Evaluation	To make judgements, collaborate and communicate real world learning experiences - forums, blogs, RSS feeds and virtual reality, eportfolios

There is a place for ICT at all levels. As you use the shared web technologies the knowledge based learning becomes deeper. This is because forums, blogs and wikis, for example, encourage idea exchange, debate and problem solving.

‘Dickson (2004) declared that the debate process assessed the student's ability to write effectively, work in teams, and analyse arguments, all of which can improve the ability to think critically. Critical thinking that includes debate also allows for collaboration. Collaborative teams can achieve higher levels of thinking through the use of persuasive evidence. This collaboration allows individuals to retain information longer and the opportunity to engage in discussion and shared learning (Gokhale, 1995).’ (Scott, 2009, p41)

Another perspective on learning outcomes comes from the authors of Dimensions of Learning on my previous blog, Marzano and Pickering (1997). Looking at Bloom’s Taxonomy you can see overlaps in the types of learning, particularly the mental knowledge and manual/physical skills domains. Marzano and Pickering combine the knowledge and skills learning by developing declarative (what the learner knows) and procedural (what the learner is able to do) knowledge. This makes planning for learning outcomes straight forward and ICT friendly. The attitude/emotion learning domain is covered by Dimensions of Learning 1 (attitudes and perceptions) and 5 (Habits of Mind) discussed in the above embed presentation.

The direct correlation between deeper thinking and shared ICTs is apparent from this discussion. Using ICT in the classroom allows all types of learners to engage in an active real life learning experience. This will improve motivation and engagement in the classroom. This means busy kids guiding their own learning and the Learning Manager facilitating the learning experience.

Warm Regards
Johanna

References
Clark, 1999, Learning Domains or Bloom's Taxonomy (http://www.nwlink.com/~donclark/hrd/bloom.html
Sophia Scott, 2009 - Perceptions of Students' Learning Critical Thinking through Debate in a Technology Classroom: A Case Study. Journal of Technology Studies, Vol. 34 Issue 1, p39-44.
Scot Aldred, 2010 - Course Coordinator, ICTs for Learning CQUniversity.