Earlier this evening I was reading an interesting post, Bloom's Digital Taxonomy, and as I read through each category's description and information I couldn't help but wonder about my own abilities and performance as Jhpiego's Learning Technology Advisor. So, for example, under "Applying" it mentions "operating and manipulating hardware and applications to obtain a basic goal or objective":
- Can I effectively use Moodle to set up a course, upload content, build an assessment, etc.?
- Can I use Blogger to post, add widgets, adjust & apply commenting settings, etc.?
Lucky for me, I think I can safely answer "Yes!" to these and many other questions I was able to think up. And I found myself working my way up the taxonomy asking similar questions until I reached the top: "Creating." And, once again, I'm happy to report that I think can actually use all of the knowledge & skills I have (i.e. competencies I have achieved) with learning technology to architect & implement entire technology-assisted learning (eco)systems.
So my question then became: could the same process be followed for any other position (especially one that wasn't technology based)? Could the taxonomy - from "Remembering" through "Creating" - be used as a basis for a sort of performance evaluation? My initial inclination is to answer "Yes." The lower-half is easy, but I think that even relatively repetitive & mechanical jobs have room for analysis, evaluation & creativity - and it is particularly possible once one has successfully progressed through the proceeding stages. Do you agree?
I do agree - in fact I've even done a couple of workshops where I helped faculty work with students to convert their learning objectives into things that students could use on resumés.
ReplyDeleteKatherine, thanks for validating the concept :)
ReplyDeleteBTW, I can't help but wonder how the potential employers responded to the resumes. Do you have any sense of how effective the approach was?