Learning Design Framework (Reflection)

In relation to my own learning I struggled all the way with this task.  It’s not that I didn’t understand the process but rather had difficulty developing what I wanted – a unique way of thinking in relation to the framework.  So I must say I’m rather disappointed with my work on this. I considered both Bloom’s Taxonomy and Engagement Theories, but found Bloom’s Taxonomy (Cognitive Domain) best suited my purpose.

The purpose of the exercise allows me in future, to explore topics more intensely ensuring I’ve covered all the necessary elements.  On a cognitive level, the framework enhances my current skills through higher order thinking, while allowing me to demonstrate a clear comprehension of the chosen topic.  Focused around Bloom’s Taxonomy, the application of the framework as well as the application of its future use, demonstrates a constructive theory. 

A diverse range of students will certainly benefit from this design, in the sense that it can be connected to any learning activity where a teacher needs to demonstrate understanding of a topic by students.  Irrespective of your learning style, (ie. auditory, visual or kinaesthetic) all students will in some way, benefit from this strategy as well as have opportunity to strengthen their weaker learning styles.  Considering Bloom’s Taxonomy was the strategy used to support my learning for the mobile wiki theory, proves the success of this framework in relation to elearning.  However this can be applied not only to digital pedagogy but pedagogy in general, proving to be a rather effective and diverse framework. 

REFERENCE:

Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.

Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.

CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.