what is it a taxonomy of?: bloom’s taxonomy redux, part 3

the taxonomy was based on the “observable behaviours of learners”. that’s right, the taxonomy classifies and organises the behaviours that learners outwardly demonstrate. bloom mentions something (which again, as an ID, made me look self-conscious and guilty!) that there is no better or worse. it’s not as though the higher levels are superior levels and…

Editorial: Indian Education Politics At This Point

the pattern of events has been increasingly disturbing this year. we seem to be poised on the brink of another governmental cop-out in education. you can see neo-liberalisation playing out in the news this year. somebody, please stop and take note…

considering the whole picture: bloom’s taxonomy redux, part 2

in this post i’d like to lay out some things for your consideration. they’re the things i’m turning over in my head too, in an attempt to understand the taxonomy better by putting it into perspective. first of all, bloom says the cognitive domain was “where most of the work in curriculum development has happened and…

making the framework explicit: bloom’s taxonomy redux, part 1

i recently managed to get my hands on bloom’s handbook. this is where he introduces, describes and proposes the taxonomy and thinking behind it, so it has been pretty gripping reading! i also found it enlightening to read the primary source for such a foundational theory. i think it’s one of the most commonly referred…

mayer and the thing about multimedia learning

there’s always a ‘chinese whispers’ (the children’s game?) level of distortion in reading about ID theories versus reading the theories themselves. whenever i’ve an hour free on a project, i try to pick up the paper in which someone proposed a theory and read that. today it was my turn to read mayer about multimedia…

defending design from rapid authoring tools

i feel so strongly that we shouldn’t design from a focus that starts with tools, particularly rapid authoring tools. here’s a breakdown of reasons why i think this is a cardinal no-no for instructional design. distorted design purpose at best, total lack of clarity at worst what is the point of the design? is it…

feedback?

hi. when i first started the magazine, i thought of it as just a place i’d put together resources and stuff i wanted to think about for myself. i didn’t realise anyone else would be interested in the idealistic or ideological side of instructional design. i can’t tell you how thrilled i am that i was…