Bloom s Taxonomy. And Its Use in Game Design
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1 Bloom s Taxonomy And Its Use in Game Design
2 Background In 1956 Benjamin Bloom developed his taxonomy of Educational Objectives - an educational psychologist at University of Chicago He proposed learning fits into one of three domains: Cognitive Domain processing information, knowledge and mental skills Affective Domain attitudes and feelings Psychomotor Domain manipulative, manual, or physical skills
3 Bloom s Three Psychological Domains
4 Bloom s Taxonomy Bloom is best known for Bloom s Taxonomy - focuses on the cognitive domain Bloom s Taxonomy put simply states: You cannot understand a concept if you first do not remember it, similarly, you cannot apply knowledge and concepts if you do not understand them
5 Bloom s Taxonomy Is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) Originally in Bloom s Taxonomy, the categories were described as nouns
6 Bloom s Revised Taxonomy Created by former student Lorin Anerson with David Krathwohl, published in Uses verbs rather than nouns - Slight rearrangement of the sequence within the taxonomy They considered creation to be higher than evaluation
7 Bloom s Revised Taxonomy Lower Order Thinking Skills Remembering - Recognizing, listing, describing, identifying, retrieving, naming Understanding - Interpreting, summarising, inferring, paraphrasing, explaining Applying - Implementing, carrying out, using, executing Evaluating - Comparing, organising, deconstructing, outlining, integrating Creating - Designing, constructing, planning, producing, inventing, making Higher Order Thinking Skills
8 BT as a Learning Process Blooms Taxonomy can be organised as a learning process: Before we can understand a concept we must remember it Before we can apply a concept we must understand it Before we can analyze a concept we must be able to apply it Before we evaluate its impact we must have analyzed it Before we can create we must have remembered, understood, applied, analyzed, and evaluated it
9 Bloom s Digital Taxonomy
10 BDT and Collaboration Collaboration is a separate element not part of Bloom s Digital Taxonomy Can take many forms, examples include: wikis, classroom blogs, collaborative document tools Although not integral to learning, it is often enhanced with collaboration Collaboration is not a 21st Century Skill, it is a 21st Century essential
11 Thinking Skills Knowledge may be obsolete within a few years, thinking skills once acquired will remain with students for their entire lives 21st Century pedagogy and learning focuses on moving students from Lower Order Thinking Skills to Higher Order Thinking Skills
12 BT and Game Design Game design should start with a learning outcome or objective - what do you want your students to do? Game design can be based on the process or outcome Players can gain knowledge by: - the process of playing the game - the process of debriefing/reflection - an outcome of the game
13 BT and Game Design Instructors usually focus on the process of playing the game: what happened? Players tend to focus on the outcome: who won? Reflection is critical to help players see the overall purpose
14 BT and Game Design The more you progress through Bloom s Taxonomy, the less control over gameplay the instructor will have BT Level Knowledge/ Comprehension Game Jeopardy, Bingo, Flash Cards, Wheel of Fortune Roles of Instructor Instructor has high control over the process: designs questions, chooses content, can provide help/guidance Application/ Analysis Evaluation/ Synthesis Simulation games, adapted traditional games Murder mystery, simulation games, Monopoly Instructor has lower control: designs problems but does not provide solutions, facilitates debriefing session Instructor is an observer: provides rules and overview but does not assist in any way
15 Discussion Do you agree with the principles of Bloom s Taxonomy?
16 Discussion If you were making an educational game, would you use Bloom s Taxonomy? Why or why not?
17 Questions?
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