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Posts Tagged ‘basement

If there has been a theme for my last few reflections including this one, it has been this: Refuse to be confused.

Refuse to be confused.

Recently I read an article whose author claimed that edtech was trapped in the basement of Bloom’s Taxonomy (BT). I agree the author’s conclusion, but not how he got there.

To understand what the author means, you need a visual representation of BT. The taxonomy is traditionally represented as a triangle with the learner’s ability to recall as the base.

The author’s argument was that edtech companies were not adding much value to schooling and education because they were addressing only this lowest order of thinking.

For critics of edtech companies, the author’s statement makes sense:

The current wave of education technology has been fraught with pedagogically unsound replications of the worst aspects of teaching and learning. Rather than build new opportunities for students to move beyond the most basic building blocks of knowledge, much of Silicon Valley has been content to recreate education’s problematic status quo inside the four corners of a Chromebook, and then have the gall to call that innovation.

I would agree fully except that BT should not be viewed or used procedurally from base to tip. I have rationalised why before.

TLDR? Authentic learning does not happen this way. There is no textbook Q&A or fixed procedure in life and in problem-solving. Authentic learning happens organically and the learner is often confronted with ill-structured and complex problems.

If school is supposed to prepare students for work and the rest of their lives, they should be taught in a natural and compatible manner, not in an artificial and over-structured fashion.

Bloom's Revised Taxonomy in the form of a Verb Wheel.

This is why I helped to develop the Bloom’s Verb Wheel. There is no implied base or start point for learning outcomes. A learner can start by needing to create (e.g., a YouTube video) but concurrently need to learn specific skills and content to enable that creation.

So I disagree that there is a need for teachers or edtech companies to climb up a hierarchy of cognitive outcomes. If they do, they constrain themselves to an artificial structure that does not necessarily help natural processes of learning.

I do, however, agree with the author’s suggestion that edtech companies could create better tech or less tech solutions:

Better tech entails leveraging cutting edge research in areas like machine learning to provide students with targeted feedback that scaffolds their learning experiences as they move up the pyramid. Less tech entails building technology that knows how to get out of the way and allow for more meaningful interactions to take place in the classroom. Today’s education technologists are exploring both approaches.

There is no need to use traditional BT as the reference point. It is better technology that enables natural learning or technology that emphasises social forms of learning. The triangle representation of BT holds us back; I say we roll with the BT Verb Wheel instead.

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