Deploying bloom’s taxonomy in a work integrated learning environment

Boles, Wageeh W., Beck, Hilary, & Hargreaves, Douglas J. (2005) Deploying bloom’s taxonomy in a work integrated learning environment. In Proceedings of the ASEE/AaeE 4th Global Colloquium on Engineering Education, 26-30 September 2005, Sydney.

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Abstract

The framework of a Work Integrated Learning (WIL) project that involves facilitating a change in the students’ position from detached observers to involved performers and active learners is presented. The project aims at enhancing students’ learning outcomes from the workplace components of their courses in such a way that reflects the contemporary transition from an industrial to a knowledge-based economy and society.-----

The learning activities at the workplace were categorized as observation, application and reflection. A web interface is designed based on constructivist principles which engage students in ways that require reflection and demonstrated knowledge construction. The web interface offers students access to a range of resources while also providing self-paced training for both academic and industry staff in the areas of consultation and negotiation; experiential learning design; supervision and mentoring; and workplace assessment.-----

The incorporation of Bloom’s taxonomy within the work integrated learning objectives and students’ demonstration of their learning outcomes is made central to the design and construction of students’ work plans. Considering the cognitive domain of Bloom’s taxonomy, the six levels identified, which range from the lowest level of simple recall of facts to the highest level of evaluation, are utilized to guide the way in which these work plans are developed, executed and reported.-----

This paper reports on issues and considerations addressed in designing and implementing the project including a web interface in support of work integrated learning, with a focus on engaging the students in active learning processes throughout the main three stages of “before”, “during” and “after” the students’ work integrated learning experience. It provides details of the incorporation of Bloom’s taxonomy in the design of work plan and the outcomes of its utilization in a pilot study.

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ID Code: 21138
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: HERN
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Past > Schools > School of Engineering Systems
Copyright Owner: Copyright 2005 Australasian Association for Engineering Education
Deposited On: 12 Jun 2009 05:11
Last Modified: 24 Feb 2015 06:03

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