Eb90620BloomGangeNext?

In 1956 Benjamin Bloom’s Taxonomy of Educational Objectives based on researchi for legacy education was published. In 1965 Robert Gange’s Conditions of Learning for instructional design was based on research for air force training.

These two taxonomies have had significant influence on the development of current education and training curriculum for the past 40 years. They are both based within formal learning situations.

Let’s assume eLearningi is defined as any learning supported by digital means. The systems application of eLearning supports learning which is interactive; individualize; self paced; real time formative assessmenti coaching; high teacher-student and collaborative learner interaction; and student competency based.

Metadata studies indicate than eLearning systems adoption within legacy education will deliver a significant increase in academic performancei and graduation rates. Informal eLearning increases access, effectiveness, efficiency and range of individual learning over their life span.

I believe that the eLearning transformationi of legacy education and training is at itsi tripping point. It is time for a high level and widely accepted taxonomy to guide eLearning system invention, innovation and adoption.

An eLearning systems design can be described as an integrated set of components focused on the teacher-student nexus and supported by an intellectual and physical ecosystem. Major components are: eLearning savvy teacher, digital curriculum, formative assessment, student learning interface, ecosystem access, and technical support. The supporting ecosystem delivers educator professional development, education and mentors; data driven decision support system; broadbandi internet/web/communications access; and rules and funding to support competency based learning.

One aspect must be very clear; the taxonomy must not be a technology focus. Book-learning and flying-machine dominated the lexicon of early education and aviation. The words computers and technology have skewed the understanding of eLearning for many years. The taxonomy must address human learning process within the eLearning system.

How do we bring a Bloom or Gange taxonomy to eLearning? Is it expressed as an ecological system, a list of categories, or set of imperatives? Should the designer(s) of this taxonomy be an educational academic researcher, a practitioner, or from outside the education industry?

What ever we do, let’s start now. Time’s a wasting.