E-Learning Design Part 5: Learning through Creating (Blooms 21)

At CDSM, we draw on a range of theories – from the past and the present – to form the method and practice behind our award-winning e-learning. This is known as our ‘pedagogy’. In an earlier post in this series (E-Learning Design Part 2: Observable and Measurable Outcomes), we looked at the influence of Bloom’s taxonomy (1956) on our e-learning. This time, we’re going to take a look at how this taxonomy can be ‘flipped’, so that learners are actively involved in knowledge construction from the outset.

What is Blooms 21?

Conceived between 1949 and 1953 by a committee of educators, the original Bloom’s taxonomy identified a number of cognitive levels at which humans can function. These levels range from the basic function of understanding and recalling new information, to the more complex function of evaluating new information and connecting it with other knowledge. They are commonly displayed as a step pyramid, with the lower-level functions located at the bottom.

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