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.
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.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|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|
Repository Staff Only: item control page