Page 139 - Educational Technology A Primer for the 21st Century

130 8 Designing Learning Activities and Instructional Systems
(3) Valuing

• Students attach and associate a value or some values to an object, phe-
nomenon, or piece of information, and even the knowledge they acquired.

(4) Organizing

• Students can put different values, information, and ideas and accommodate
them within their schema together. They can compare, relate, and elaborate
on what has been learned.

(5) Characterizing

• Students can build abstract knowledge.

8.2.2.3 Psychomotor Domain
Bloom has not compiled the taxonomy of the psychomotor domain, but several
competing taxonomies for the psychomotor domain (e.g., Dave 1970; Simpson
1966) have been created over the years. The psychomotor domain concerns things
students might physically do. One popular versions of the taxonomy for the psy-
chomotor domain belongs to Dave (1970), who presents the five levels of the
psychomotor domain as imitation, manipulation, precision, articulation, and
naturalization.

8.2.2.4 Case Study
When design learning objective, it should be specific, operational, and measurable.
Case: The Learning Objective of Newton’s First Law

• Explain the content and meaning of Newton’s first law (cognitive-
comprehension).
• Illustrate and explain the simple phenomenon of daily life that resulted from the
inertia (cognitive-comprehension).
• Experience the difficulty of the scientific research process, and realize the
experimental and reasoning scientific research methods (affective).

8.2.2.5 Extended Reading
With the development of learning theory, scholars have revised and improved
Bloom’s taxonomy. Also, in the research field of objective classification, there are
other scholars proposed different learning objectives’ classification framework from
different perspectives.