"The changing environment facilitates new kinds of learning. Teachers have traditionally focussed on content; indeed, many consider the identification and delivery of learning material to be their prime role. It is through this role that they seek to direct learning. But it has been argued that this traditional teaching skill is redundant in today’s information-rich learning environment."
(Bobby Elliott, CAA Conference 2008)
Elliott, B. (2008). 'E-Pedagogy & E-Assessment'. 12th CAA Conference: Research into E-Assessment. Loughborough, UK, Loughborough University.
"well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three 'domains' of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well."
ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm [Accessed: 28 September 2008]
BLOOM B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay