Cathy Moore’s Action Mapping: Revolutionizing Instructional Design

In the dynamic field of instructional design, Cathy Moore Action Mapping stands out as a groundbreaking approach. This learner-centric model, crafted by renowned instructional designer Cathy Moore, has reshaped the way educators and corporate trainers design learning experiences. At its core, Action Mapping focuses on achieving real-world performance goals rather than merely transmitting information.

Originating as a response to traditional, content-heavy instructional methods, Action Mapping challenges educators to start with the end in mind. It asks a pivotal question: “What do learners need to do with the information, rather than just know?” This shift towards action-oriented learning underscores Moore’s philosophy: engaging learners in practical activities that directly relate to their job performance or real-life applications.

Action Mapping is particularly relevant in online education. It advocates for concise, interactive, and scenario-based learning modules, moving away from lengthy lectures or text-heavy courses. This approach aligns perfectly with the digital age’s demand for quick, impactful learning experiences that respect the learner’s time and intelligence.

The method is characterized by four critical steps: identifying business goals, pinpointing what learners need to do to achieve these goals, designing activities that enable these actions, and selecting content strictly necessary to complete the activities. By doing so, Action Mapping ensures that every piece of content and every activity directly contributes to the learning objectives, making it an incredibly efficient and effective instructional design strategy.

Cathy Moore’s Action Mapping has been widely adopted in various sectors, from corporate training to higher education, revolutionizing how instructional content is created and delivered. Its emphasis on practical application, engagement, and efficiency makes it a vital tool for any educator or instructional designer looking to make a tangible impact in their learners’ professional and personal lives.

Understanding the Fundamentals of Cathy Moore’s Action Mapping

Cathy Moore’s Action Mapping is a transformative approach in instructional design, focusing on actionable learning rather than just knowledge dissemination. This method, deeply rooted in cognitive psychology, emphasizes the need for learners to actively engage with the content, fostering a deeper understanding and retention.

In this model, designers begin by identifying the desired performance outcomes, then work backwards to create learning activities that directly support these objectives. This ensures that every element of the training is aligned with the learner’s needs and the organization’s goals.

The emphasis on action rather than passive consumption of information makes Action Mapping a powerful tool in contemporary education and training environments. By leveraging this approach, educators and trainers can create more effective and engaging learning experiences that resonate with learners and produce measurable results. Explore more about this innovative approach on Cathy Moore’s blog here.

Implementing Action Mapping in E-Learning Design

Integrating Action Mapping into e-learning design revolutionizes the online educational experience. It’s about creating a digital learning environment where activities are not just informative but are designed to simulate real-world challenges and decision-making.

This method facilitates deeper engagement by prompting learners to apply their knowledge in practical, often complex, scenarios. By doing so, e-learning modules become more than just a transfer of information; they become a testing ground for skills and decision-making.

Action Mapping in e-learning also aligns well with empathic instructional design, which is essential for creating courses that are truly learner-centered. By focusing on the learner’s experience and outcomes, designers can create e-learning courses that are not only informative but also emotionally engaging and relevant. To understand more about empathic instructional design, read further here.

Aligning Business Goals with Learning Outcomes in Action Mapping

Action Mapping is particularly effective in aligning business goals with learning outcomes. It starts with a clear understanding of what the organization aims to achieve and then designs learning experiences that directly contribute to these objectives.

This alignment ensures that training programs are not just educational but also strategic tools in achieving business goals. By focusing on what learners need to do differently, Action Mapping translates educational content into tangible business results.

This approach is a departure from traditional education models that often prioritize content over application. By aligning learning objectives with business goals, Action Mapping ensures that the training is relevant, targeted, and has a direct impact on organizational performance. For a deeper understanding of this alignment, you can read more here.

Engaging Learners with Interactive Design: Insights from Action Mapping

Interactive design is a cornerstone of Action Mapping, involving learners in a way that traditional instructional methods often fail to achieve. This approach leverages interactive elements like simulations, gamified learning experiences, and scenario-based activities to engage learners actively.

These interactive designs are not just for engagement; they are carefully crafted to mirror real-life situations, thus preparing learners for actual job challenges. By doing so, Action Mapping elevates the learning experience from theoretical knowledge to practical skill application.

This approach resonates particularly well with discovery learning, where learners are encouraged to explore and find solutions independently. Action Mapping’s interactive design elements facilitate this exploration, making learning an active, engaging process. For more insights on discovery learning, visit this link.

Streamlining Content: The Key Principle of Action Mapping

At the heart of Action Mapping is the principle of streamlining content to focus on what is absolutely necessary for achieving the desired outcomes. This method challenges instructional designers to critically evaluate each piece of content for its direct relevance and impact on learning objectives.

By removing extraneous information, learners are not overwhelmed with unnecessary details, allowing them to concentrate on the most critical aspects of their training. This focused approach not only makes learning more efficient but also more effective, as learners are not distracted by irrelevant information.

Streamlined content in Action Mapping aligns with cognitive apprenticeship models, where learning is focused on acquiring skills through guided experience and reflection. By focusing on essential content, Action Mapping supports a more efficient learning process, similar to cognitive apprenticeship. For more on cognitive apprenticeship, explore this resource.

Case Studies: Success Stories Using Cathy Moore’s Action Mapping

The effectiveness of Cathy Moore’s Action Mapping is best illustrated through various success stories and case studies. These real-world examples showcase how organizations have transformed their training programs, leading to significant improvements in learner engagement and performance outcomes.

From corporate training to academic settings, these case studies highlight the versatility of Action Mapping in different contexts. They demonstrate how this approach can be customized to meet specific learning needs and organizational goals, proving its effectiveness across diverse sectors.

These success stories not only inspire but also provide practical insights into implementing Action Mapping in various scenarios. For an in-depth look at how Action Mapping has been successfully applied, check out this article by Jahan Kay on LinkedIn here.

The Role of Scenario-Based Learning in Action Mapping

Scenario-based learning plays a pivotal role in Cathy Moore’s Action Mapping, bridging the gap between theory and practice. This approach immerses learners in realistic situations, challenging them to apply their knowledge in a controlled yet dynamic environment.

Scenarios are designed to reflect the complexities and ambiguities of real-world situations, providing a safe space for learners to experiment and learn from their mistakes. This experiential learning approach not only enhances problem-solving skills but also prepares learners for actual job challenges.

The incorporation of scenario-based learning in Action Mapping is a testament to its emphasis on practical application and performance-based outcomes. It ensures that learning is not just an academic exercise but a preparation for real-world action and decision-making.

Measuring Impact: Evaluating Learning through Action Mapping

Evaluating the impact of learning is a critical aspect of Cathy Moore’s Action Mapping, ensuring that training programs are not just educational but also effective. This evaluation goes beyond traditional metrics like completion rates or test scores, focusing on how the training translates into improved performance.

Action Mapping encourages the use of performance-based assessments, where learners demonstrate their ability to apply what they’ve learned in real or simulated job tasks. This approach provides a more accurate measure of the training’s effectiveness, directly linking learning outcomes to job performance.

By prioritizing measurable impact, Action Mapping aligns training with organizational objectives, ensuring that investment in learning and development yields tangible results. This focus on evaluation underscores the practical nature of Action Mapping, making it a valuable tool in any learning and development strategy.

Advanced Techniques in Action Mapping for Experienced Designers

For experienced instructional designers, Action Mapping offers a wealth of advanced techniques to explore. These techniques involve integrating complex scenarios, leveraging advanced technologies, and employing sophisticated assessment methods to enhance learning experiences.

These advanced methods are particularly effective in creating training programs that are not only informative but also deeply engaging and challenging. They push the boundaries of traditional instructional design, fostering innovation and creativity in the learning process.

Experienced designers utilizing Action Mapping can create highly customized and effective learning solutions, tailored to meet specific learner needs and organizational goals. These advanced techniques underscore the flexibility and adaptability of Action Mapping, making it a powerful tool in the arsenal of any seasoned instructional designer.

Integrating Technology and Tools in Action Mapping Strategy

The integration of technology and tools is a crucial component in the implementation of Action Mapping strategies. This involves leveraging digital platforms, interactive media, and data analytics to enhance the learning experience and achieve desired outcomes.

By incorporating technology, Action Mapping becomes even more effective in creating engaging, interactive, and personalized learning experiences. Tools like virtual reality, gamification, and adaptive learning systems can transform traditional training modules into immersive and impactful learning journeys.

This technological integration not only enhances learner engagement but also provides valuable data insights, enabling continuous improvement and customization of learning experiences. The use of technology in Action Mapping exemplifies its commitment to innovation and effectiveness in instructional design.

Exploring the Basics of Cathy Moore Action Mapping

It takes experience and technology to guide your SME team through the core of their training needs. I need to explain the basics of action mapping, how to group groups and how to do new action mapping with the old content-based approach. Before holding an SME meeting with Cathy Moore’s action mapping model, I plan to read her blog and find out that her model is a clear model that is not as easy to implement as it seems. [Sources: 10]

Framework and Methodology of Action Mapping

Action mapping is a framework, method and process that helps leading designers design business training courses. The main goal of Action Map is to enable L & D teams and organizations design activities that increase the absorbing and retention of knowledge whether in training formats, including digital learning courses. To understand and implement action mapping, digital learning designers create courses that motivate learners with real activities that allow them to practice learning skills through simple presentations without throwing information in their faces. [Sources: 8]

Streamlined Process for Business Training Design

Action mapping is a streamlined process for designing training courses for the business world. It is a hotchpotch of performance consulting and backward design that focuses on behavioral assessment issues in the real world. Action mapping is effective in analyzing performance problems, finding solutions, and designing activities that challenge learners and help them practice learning knowledge. [Sources: 8, 9]

Historical Development of Action Mapping

Action Mapping is a popular design process used by learning designers and was developed in 2008 by Cathy Moore. Design eLearning presented action mapping as its design model and how it works for all kinds of in-company training, as shown in this workshop. [Sources: 9, 11]

Aligning Business Goals with Learning Design

Action Mapping encourages learning designers to identify measurable business goals as a first step in design learning. Action mapping is based on the premise that many e-learning and other training activities take place with real business objectives in mind. [Sources: 11]

Emphasizing Practical Application Over Information Delivery

When it comes to education design, the emphasis is on what people need to be able to do and not what they need to know to make a difference. This leads to activities that focus on education and not on traditional information presentation. If you follow Cathy Moore’s flow chart, you’ll find that exercise is not the answer. [Sources: 5, 11]

Addressing Productivity and Performance Goals

However, not all targets are productivity issues that can be addressed with training, and not all training can be done in VR. You may need to improve your course to achieve the performance goals your organization needs. The harder the training, the softer the abilities people have to mix behavior with goals. [Sources: 3, 10, 13]

Streamlining the Learning Design Process

Action Mapping is a design method developed by Cathy Moore to streamline and simplify the design process. It can be used to get your learning projects off the ground, manage the scope, and set the direction for your designs. Action mapping strategies involve strict controls on the selection of activities and games you offer in multimedia courses. [Sources: 0, 3, 7]

Focusing on Problem-Solving and Relevant Solutions

One of the first steps in action mapping is to focus on the problem at hand and the definition of the appropriate solution. As Moore suggests, measurable business goals help you design relevant activities, identify important content, evaluate success, and demonstrate the value of your education. If a training course is not designed at the outset with a goal or purpose in mind, it gives the opportunity to identify the information required to reach that goal. [Sources: 0, 4]

Bridging the Gap Between Designers and Business Objectives

This framework bridges the gap between 3D artists and SMEs in order to create effective, engaged and relevant learning. The focus is on alignment with business objectives and not just on providing information. [Sources: 0, 13]

Continuous Learning and Scenario Question Design

We pride ourselves on focusing on solving, and our book club makes us think more about what we could do differently to start our learning projects. Our tutorial designers have been working with Cathy Moore’s Scenario Question Design on the intricacies of mapping all of this, and they are joining workshops to discuss how they can improve their own scenario question designs. [Sources: 2]

Analyzing Performance Problems with Action Mapping

There is a specific performance problem in our organization. Our team believes in true cross-functionality and continuous learning and we have an open club for the entire company. Cathy Moore summarizes the action mapping process in Map It which provides a framework for analyzing learning problems and providing the right solution to each problem based on what we have read, including the stellar assessments we have found, so that we knew that we would find something worth investigating. [Sources: 2, 13]

Combatting Information Dumps in e-Learning

To answer your question, many e-learning users use passive information presentations or information dumps in which the cognitive involvement of the learner is zero. This is not always the case, but in a minority of situations it can be helpful to pass information on to people. Instead of including a lot of information in a quiz, Moore claims that action mapping leads to real actions that actually provide information. [Sources: 4, 6]

Targeting Essential Learning Objectives

Identify the business objective, focus the course on what the learner needs to know and add relevant information. In this way, you can incorporate essential

points and avoid the inclusion of additional, unnecessary information. [Sources: 4]

Real-World Scenario Creation for Effective Learning

When the course designer creates a situation in the real world, the job context notes are ready. They provide an accurate picture of the situations, dilemmas and decisions that the learner will face in real life. When creating activities, these notes will help you choose the right scenarios, the right avatars and the real personalities that students will encounter, decisions and predicaments to which they can relate. [Sources: 3]

Exercise Activities and Avoiding Information Dumping

This can lead to things like exercise activities and information presentation. Cathy explains that the action mapping model helps us to avoid information dumping and to create more activity centers for training. When you start action mapping, you have a list of what people need to do at work to achieve change, but you avoid jumping to what people actually need to know and then what they need to ask – which makes it difficult to do. [Sources: 5]

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Action Mapping for ELearning

https://www.trivantis.com/blog/4-simple-steps-e-learning-design-action-mapping-cathy-moore/

Action Mapping and Activity Design with Cathy Moore

Why eLearning Can Never Be Boring: Q&A with Cathy Moore

http://www.gerardfriel.com/instructional-design/action-mapping/

https://elearningindustry.com/how-does-action-mapping-motivate-learners

Action mapping: A visual approach to training design

https://www.learningworlddesign.co.nz/how-to-run-an-action-mapping-meeting/

Action mapping

ELC 047: The Action Mapping Alternative

How to use Action Mapping as a Framework for VR learning design

Dick-Carey Design Model

The Dick Carey model is considered to be one of the leading analyses of design, development, implementation and evaluation and the Addie model is popular in industry, business and academic settings. The popularity of the model can be explained by the fact that it is an easily readable text and the authors update it to reflect emerging I / O philosophies. [Sources: 0, 2]

We are looking to design a curriculum to help medical students gain knowledge and confidence in primary surveys using a design method known as the Dick and Carey model. The Dick-and-Carey model views teaching design as a system view of teaching, as opposed to viewing teaching as isolated parts. The model was first proposed in the 1978 book Systematic Design for Instruction by Walter Dick and Lou Carey. [Sources: 0, 6]

Similar to Kemp model, the Dick-and-Carey model concentrates on the interrelations between elements in the design process. In contrast to conventional models, the Dick-and-Carey system’s approach represents a curvilinear flow that is depicted as a one-way street arrow. [Sources: 4, 6]

At its core, the model deals with the relationship between educational content, context, learning behaviour and teaching methods. According to Dick Carey, components such as teachers, learners, materials, teaching activities, delivery systems, learning performance and environments interact and work together to achieve the desired learning outcomes for students. The model addresses teaching as a whole and focuses on the interrelations between context, content, learning and teaching. [Sources: 5, 13]

Dick Carey explains that components such as teachers, learners, materials, teaching activities, delivery systems, learning performance and environments all interact and work together to achieve the desired learning outcomes. [Sources: 13]

In the design of teaching, it is imperative to promote good design and good learning. The instructional design model helps instructional designers to understand abstract learning theories and enable applications in the real world. You can explore traditional models of teaching design, the development of learning design approaches and the creation of online learning experiences. [Sources: 4, 5, 10]

In this course you will be introduced to the systematic design and guidance process of Walter Dick and Lou Carey. It uses a model based on research and principles that are widely accepted in our field. [Sources: 1]

The Dick Carey Instructional Design Model is a nine-step process for planning and appointing effective learning initiatives. It is a detailed add-on model that provides for ongoing revision and iterative development. The Dick Carey Model is a nine-step process for planning education and development initiatives. [Sources: 14]

The Dick & Carey Instructional Design Model has five levels, while the ADDIE model adds depth and structure. While the D & C model focuses more on design and less on implementation, the ADIE model is based on iterative development and continuous revision of instructions. [Sources: 14]

The Dick Carey Model History is an overview of the Dick Carey Systems Approach Model developed by Dick Carey. This is the most widely used system approach in the teaching design process, which is considered as the interconnected parts or units that are considered as individual components of the model. Since 1996, its model has been a procedural system comprising ten important process components, nine basic steps and an iterative cycle culminating in the evaluation of the effectiveness of teaching. [Sources: 2, 11]

The process begins with the assessment of the needs of the institution, the definition of the objectives and the summary evaluation. The final process is designed to perform a summary evaluation of the value of the statement. The evaluation of the need for results is a description of the problem, its causes and the solution. [Sources: 2, 7]

Determine what the student should achieve at the end of the lesson. Perform a teaching analysis to determine what skills are involved and what is necessary to achieve the teaching objectives. Identification of entry-level behaviour: Identify the skills and attitudes of learners as they embark on the learning task. [Sources: 11]

In addition to the learning goals, you can also develop performance goals that describe the task, the process, mastery, and the criteria against which you will measure learning progress. Writing performance goals transforms the required goals of the task into clear goals. [Sources: 11, 13]

Identify teaching objectives that clearly describe how the learner should perform at the end of the lesson. Guidance goals should be general statements about what you are trying to achieve. You should describe how students will perform, not how you will do it. [Sources: 3]

Identification of entry-level behaviour: Identification of general traits of the learner, including skills, experience, motivation level and basic demographic traits related to the skill or subject being taught. Determine what is expected of the students at the end of class. Five practical tests developed on the basis of the curriculum are provided for as reference in Annex 3. [Sources: 3, 7, 9]

Walter and Dick Lou Carey made significant contributions to the field of teaching design by advocating a systemic view of teaching, as opposed to the view that teaching can be grouped or isolated into parts. Dick, Lou and James Carey developed a comprehensive and detailed process in 1978. [Sources: 3, 5]

The 2004 Dick Carey model is based on the behavioral assumption of a predictable connection between the stimulus and the response it elicits in the learner. In discussing the model, Boettcher et al. Walter Dick and Lou Carey describe themselves as “tochter bearers” (p. 164) of the system approach outlined in the earlier authoritative text Systematic Design of Instruction. [Sources: 12]

While much thought and work goes into the design process, the model may not be beneficial to teachers and businesses who do not have much time to design lessons. For example, a teacher can use the model to design, implement, evaluate and revise a lesson for the next school year. What works in the initial implementation may not work in the later course conversion. [Sources: 9, 11]

It has been shown that realistic medical simulations improve the performance of medical students based on assessment and management, and simulated trauma simulations can serve as a framework for how we implement our curriculum [4, 11]. The figure above corresponds to what SWbat students can do in many American classrooms at the time of this writing. [Sources: 7, 10]

The specific objectives of the lesson are detailed, such as whether students will be able to identify the purpose of the gunpowder. These details will help you ensure that you teach your students what matters in a lesson, such as what meant by a gunpowder plot to bomb Parliament. [Sources: 10]

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366068/

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https://www.instructionaldesigncentral.com/instructionaldesignmodels

https://psu.pb.unizin.org/idhandbook/chapter/dick-carey/

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https://k3hamilton.com/LTech/dick.html

https://educationaltechnology.net/dick-and-carey-instructional-model/

https://lti.umuc.edu/contentadaptor/topics/byid/893e59c7-0ee9-4fad-b988-8c138a5e95ce

https://michaelhanley.ie/elearningcurve/discovering-instructional-design-10-dick-and-carey-model/

https://elearningindustry.com/9-steps-to-apply-the-dick-and-carey-model-in-elearning

https://worldofwork.io/2019/08/dick-carey-instructional-design-model/

Introduction to the Psycho-Motor Domain

The psycho-motor domain encompasses the physical skills and actions that are learned and performed by individuals. It’s an integral part of Bloom’s Taxonomy, a framework that categorizes educational objectives. The domain specifically focuses on the development and coordination of motor skills, ranging from basic movements to complex precision tasks. Skills in this domain include physical tasks like writing, dancing, and athletic performance.

The domain’s importance lies in its emphasis on the physical aspect of learning, which is often interconnected with cognitive and affective domains. Understanding this domain is crucial for educators and trainers, as it aids in designing learning experiences that holistically address all aspects of human capabilities.

Theoretical Foundations of the Psycho-Motor Domain

The psycho-motor domain is founded on theories that emphasize the connection between physical movement and cognitive development. Central to these theories is the belief that learning involves not just mental but also physical processes. The domain is influenced by the work of educational psychologists like Benjamin Bloom and Anita Harrow, who expanded on the need to categorize educational goals related to motor skills.

These theories suggest that physical activities can enhance cognitive functions and vice versa. The domain also draws from developmental psychology, highlighting how motor skills evolve from simple to complex throughout a person’s life. This theoretical foundation provides a framework for understanding how physical skills are acquired and developed, and their impact on overall learning.

Elizabeth Jane Simpson’s Contributions to the Psycho-Motor Domain

Elizabeth Jane Simpson made significant contributions to the psycho-motor domain through her research and theoretical work. She developed a taxonomy for the psycho-motor domain, which was instrumental in providing a structured approach to understanding and assessing motor skills. Her taxonomy identified different levels of motor skill development, each characterized by increasing complexity and coordination.

Simpson’s work emphasized the importance of physical skills in learning and their integration with cognitive and emotional development. Her taxonomy has been widely used in educational settings, providing a guideline for curriculum development and assessment in physical education and skills training. Simpson’s contributions have greatly enriched the understanding of the psycho-motor domain and its role in comprehensive education.

The Levels of the Psycho-Motor Domain

The psycho-motor domain is organized into several levels, each representing a different stage of physical skill development. These levels progress from basic motor responses to complex, integrated actions. The first level, “Perception,” involves the recognition and understanding of cues that guide motor activity.

Following this is “Set,” where learners prepare for action. “Guided Response” is the third level, focusing on initial attempts at physical skills under guidance. The subsequent levels, “Mechanism,” “Complex Overt Response,” “Adaptation,” and “Origination,” represent increasingly sophisticated stages of skill proficiency. Understanding these levels helps educators design appropriate activities that gradually build students’ motor skills.

Perception: The First Level of the Psycho-Motor Domain

Perception, the first level of the psycho-motor domain, involves the awareness of sensory stimuli necessary to perform motor tasks. At this stage, learners become conscious of the various cues and signals in their environment that affect physical actions. This level is foundational, as it sets the stage for all subsequent motor learning and development.

Learners at this level are taught to notice and interpret sensory information like visual or auditory cues. This perceptual awareness is crucial for developing accurate and coordinated motor responses. Educators focus on exercises that enhance sensory perception, laying the groundwork for more complex motor skills. Perception forms the base upon which more advanced psycho-motor skills are built.

Set: The Second Level of the Psycho-Motor Domain

Set, the second level of the psycho-motor domain, refers to the mental, physical, and emotional readiness to act. At this stage, learners prepare themselves for a specific motor task, aligning their thoughts, body, and emotions. This level is vital as it involves the readiness and anticipation necessary for effective motor performance.

Activities at this level include exercises that focus on concentration, posture, and emotional preparedness. Set serves as a transition from basic awareness of sensory cues to the initiation of physical action. Educators use this level to teach learners how to prepare themselves mentally and physically for various tasks, thus improving their overall performance.

Guided Response: The Third Level of the Psycho-Motor Domain

Guided Response, the third level in the psycho-motor domain, involves the initial stages of learning a motor skill under guidance. Here, learners start practicing specific physical tasks with the help of instructors or through imitation. This level is critical for developing basic motor skills and understanding the mechanics of movements.

The guided response stage often includes demonstrations, step-by-step instructions, and feedback to correct and refine movements. It’s a phase where learners transition from knowing what to do to actually doing it under supervision. This level is essential in building confidence and foundational skills before moving to more independent motor tasks.

Mechanism: The Fourth Level of the Psycho-Motor Domain

Mechanism, the fourth level of the psycho-motor domain, marks a transition to more advanced motor skills. At this stage, learners have moved beyond basic movements and are starting to perform tasks more fluidly and with greater confidence. The focus here is on refining skills to make them more automatic and efficient.

Learners at this level practice extensively to develop muscle memory and improve their coordination. This stage is crucial for developing proficiency in specific motor tasks, whether in sports, arts, or other physical activities. Educators at this stage emphasize repetition, practice, and feedback to help learners consolidate their skills and perform them with less conscious effort.

Complex Overt Response: The Fifth Level of the Psycho-Motor Domain

Complex Overt Response, the fifth level in the psycho-motor domain, involves the skilled performance of complex motor activities. At this stage, learners demonstrate a high degree of precision, coordination, and efficiency in their movements. The tasks performed at this level are intricate and often require a combination of various skills.

Learners show a significant degree of control and mastery over their movements, executing tasks smoothly and effectively. This level is often seen in advanced stages of physical education, sports training, or professional skills development. Educators focus on fine-tuning skills and encouraging learners to push the boundaries of their physical capabilities.

Adaptation: The Sixth Level of the Psycho-Motor Domain

Adaptation, the sixth level of the psycho-motor domain, is where learners modify their motor skills to fit new situations or challenges. This stage is marked by flexibility, creativity, and the ability to use skills in various contexts. Learners at this level can adapt their movements to meet the demands of different environments or tasks.

This level involves a high degree of problem-solving and decision-making as learners navigate new scenarios. Adaptation is critical for developing versatile motor skills that can be applied in diverse settings. Educators encourage experimentation, adaptation, and innovation in motor skills at this stage, preparing learners for real-world applications of their physical abilities.

Origination: The Seventh Level of the Psycho-Motor Domain

Origination, the final level of the psycho-motor domain, represents the pinnacle of motor skill development. Here, learners create new movements or patterns, demonstrating a high degree of skill and creativity. This level is characterized by the ability to design, invent, and express oneself through unique motor activities.

Learners at this stage are not just performing learned skills; they are innovating and contributing new ideas to their field. This level is particularly important in artistic, athletic, and professional realms where creativity and originality are highly valued. Educators at this stage foster an environment of creativity, allowing learners to explore and express their unique motor skills.

The Importance of the Psycho-Motor Domain in Education

The psycho-motor domain plays a vital role in education, as it addresses the physical aspect of learning. Its inclusion in educational curricula ensures a holistic approach to development, encompassing not just cognitive and affective, but also physical skills. Physical activities associated with this domain aid in improving coordination, strength, and overall health.

Moreover, the psycho-motor domain supports cognitive development, as physical activities can enhance concentration, memory, and learning efficiency. Its importance is especially evident in early childhood education, physical education, and vocational training. By integrating this domain, educators can provide a more rounded and effective learning experience, catering to the diverse needs of students.

The Benefits of Incorporating the Psycho-Motor Domain in Learning

Incorporating the psycho-motor domain in learning brings numerous benefits. It facilitates the development of essential motor skills, which are fundamental in everyday life and various professions. Physical activities improve not only physical health but also mental well-being, aiding in stress reduction and emotional regulation.

This domain also enhances cognitive skills like problem-solving and critical thinking, as many physical tasks require planning and strategy. In educational settings, integrating motor skills helps maintain student engagement and motivation, offering a more dynamic and interactive learning experience. These benefits underscore the importance of the psycho-motor domain in creating comprehensive and effective educational programs.

The Challenges of Incorporating the Psycho-Motor Domain in Learning

Incorporating the psycho-motor domain into learning environments poses several challenges. One major issue is the need for adequate space and resources, which can be a constraint, especially in crowded or underfunded educational settings. Another challenge is ensuring that all students, regardless of their physical abilities, are included and can benefit from activities.

Additionally, designing a curriculum that effectively integrates motor skills with cognitive and affective learning can be complex. Teachers need specific training and expertise to effectively teach and assess motor skills. Despite these challenges, the benefits of including the psycho-motor domain in learning make it a worthwhile endeavor for educational institutions.

The book consists of a series of essays on visual cognition issues and provides an overview of cognitive processes in computers modelled on artificial intelligence and the brain organization studied in neuropsychology. This paper summarizes a model developed to classify educational objectives. [Sources: 4, 5]

The three domains of learning domains were formulated by researchers led by Benjamin Bloom in 1956, and Krathwhol introduced the affective domain. The field of psychomotor was developed by Simpson and revised over the years. It includes the motor domain, the emotional domain and the social domain, as well as the cognitive domain of the human brain. [Sources: 3, 4, 7]

The category of these areas is described in Simpson’s book “Psychomotor Behavior and Behavior in the Human Brain” (1983). It provides a comprehensive description of the motor and emotional domains of the human brain and the cognitive area. [Sources: 4]

E-domain is divided into sub-sections that reflect a very useful taxonomy known as the “taxonomy of educational goals” and systematically and logically classifies behavioral goals. The hierarchy of objectives in the observation process is often called taxonomies of the level address, and each of the three lists includes a learning goal. As the Sonmez model attains, the areas of understanding are the cognitive, psychomotor, and intuitive areas of education, but the concept of comprehension does not reflect an intrinsic separation of behaviors. Consider the use of a verb suitable for any cognitive area formulated by the teacher, such as “grasp,” “understand” or “understand.” I have divided this into three sections, each divided by a taxonomic level that has become a useful tool for evaluating learning and identifying learning objectives in education. [Sources: 4]

The way I describe my profession is a self-directed task that I dedicate my entire life to, such as teaching, research, writing, reading and writing. [Sources: 2]

The scheme of domains, or rather cognitive, affective and psychomotor, appears in the book “Psychology of the Mind” by Dr. David J. Schiller, Dr. and Mr. R. G. H. Smith. I am a psychologist, psychologist – psychiatrist, psychotherapist, neuropsychologist, psychiatrist – psychologist and neuroscientist. This includes a wide range of subjects such as psychology, neuroscience, psychology and psychology of language, cognitive psychology. [Sources: 3, 4]

My current practice focuses on factors that are relevant for normalization, such as cognitive, affective, and psychomotor factors. This first unit will prepare the learner to distinguish between the three domains of the mental realm and the other two domains, the cognitive and emotional domains. Don’t forget to get off to a solid start by making sure you have measurable goals in each of your three domain classes. [Sources: 0, 1, 4]

I use three hierarchical models to classify pedagogical learning and I divide the three categories: cognitive learning (cognitive), affective learning and psychomotor learning. [Sources: 4]

A teacher-formulated taxonomy of learning requires the inclusion of all three, but this is an arbitrary arrangement that seems best to reflect the way educators have had to behave in tradition and allies, and fit teaching goals. I present the field of psychomotor developed by Simpson (1966) as a way to include learning on an objective level. The authors found that the affective domain can be defined in the same way as the cognitive domain and its domains in care. This does not reflect that affective is in any way different from cognitive or cognitive domains, or even from the other three domains. [Sources: 3, 4]

I identified the field of teaching in 1956 and have identified it time and again since then, by thoroughly reviewing the educational objectives applied in practice. [Sources: 0, 3]

We investigated variations in the oryza organelle genome by inverting repeated segments and using the n – P, M and G genes. We also investigated the proposed quantitative separations of the genome using p-distance matrices, using a p-distance matrix. [Sources: 5]

The DUSP9 gene is on the X chromosome, but there is no pattern of embryonic lethality, suggesting that its function is independent of this gene. The double af – det – veg2-2amutation, which is known to influence inflorescence and flower development in peas, suggests that the increase in Stp activity in the leaf is due to an increase in its activity during placenta development. This mutation is the result of a mutation known as af, det, veG2, 2amutations, which affects leaf infusions, blooms and the development of peasant hormones whose functions are independent of these genes. Both in the oryza organelle genome and in a number of other organelles, an expansion of StP activity can be observed at the end of the embryonic cycle, which indicates that both D USP 9 and MKP4 fulfil essential functions during placemental development (Fig. 3). [Sources: 1]

This suggests that StP is involved in determining the floral meristem identity of peas and in the development of the flower and leaf shape of the plant. [Sources: 1]

The third type of subject is that we need to measure and organise the impact of the writing target on pupils “performance. Will students judge the effectiveness – the usefulness of a written object – by its ability to use the words “flower,” “flower” and / or “pea” in their writing? Expected performance must be divided into two categories: effective and non-effective (i.e. “effective” and “ineffective”). [Sources: 3, 4, 6]

Sources:

https://knilt.arcc.albany.edu/%27%27%27Unit_1:%27%27%27_Differentiating_Between_Psychomotor,_Cognitive,_and_Affective_Domains_of_Instruction

https://www.science.gov/topicpages/n/normal+psychomotor+development

https://www.northcarolina.edu/leadership-and-governance/board-of-governors/awards/teaching-awards-2018/

https://kixehuserewu.agnesescriva.com/classification-of-educational-objectives-psychomotor-domain-book-28383va.php

https://mazaganplatre.com/z29xfrp/955222-cognitive-affective-and-psychomotor-domains-of-educational%2Fbehavioral-objectives

https://worldwidescience.org/topicpages/r/revised+cognitive+taxonomy.html

https://plato.stanford.edu/entries/critical-thinking/

https://thepeakperformancecenter.com/educational-learning/learning/process/domains-of-learning/psychomotor-domain/

Introduction to the Affective Domain

The affective domain represents a critical aspect of educational theory, focusing on the emotional, attitudinal, and value-driven elements of learning. Unlike the cognitive domain, which centers on intellectual skills, the affective domain encompasses attitudes, feelings, and emotions related to learning. It’s integral in understanding how students internalize and relate to the content they are learning. This domain plays a pivotal role in shaping students’ beliefs, values, and attitudes, which significantly influence their learning process and behavior

The affective domain is often more challenging to measure and assess, but it’s crucial for developing well-rounded learners. It includes various levels of learning, from the simple awareness of feelings to complex judgments about ethical and moral values. Understanding this domain is essential for educators to foster a holistic learning environment that nurtures not only intellectual growth but also emotional and ethical development.

Defining the Affective Domain in Educational Theory

The affective domain in educational theory is a framework that categorizes the emotional areas of learning and development. It is concerned with student attitudes, motivations, willingness to participate, and the values they hold. This domain contrasts with the cognitive domain, which deals with knowledge and intellectual skills. The affective domain encompasses a range of learning objectives that target feelings, values, appreciation, and attitudes.

It’s important because it influences how students learn and interact with the content, their peers, and the wider world. Educators who understand and incorporate the affective domain into their teaching can create more engaging and effective learning experiences. This domain is essential for developing students’ social skills, empathy, self-awareness, and moral reasoning.

David Krathwohl: A Pioneer in Educational Psychology

David Krathwohl, a renowned figure in educational psychology, significantly contributed to our understanding of the affective domain in learning. He co-authored the groundbreaking “Taxonomy of Educational Objectives,” which included the affective domain alongside the cognitive domain. Krathwohl’s work has been influential in shaping educational theory and practice, emphasizing the importance of emotional aspects of learning.

He sought to categorize and define the stages of emotional and attitudinal development in learners. His taxonomy provided a structured way to approach and evaluate the affective aspects of education. Krathwohl’s insights into the affective domain have helped educators understand how emotions and values interact with learning. His contributions remain a cornerstone in the field of educational psychology, offering valuable guidance for educators worldwide.

Exploring the Background of David Krathwohl

David Krathwohl’s background is steeped in the field of educational psychology, where he made significant contributions to our understanding of learning processes. He was a key figure in developing educational objectives and learning taxonomies, notably in the affective domain. Krathwohl’s academic journey led him to collaborate with renowned educational theorists like Benjamin Bloom, with whom he developed the famous Bloom’s Taxonomy.

His work extended Bloom’s model to include the affective domain, addressing the emotional aspects of learning. Krathwohl’s research and publications have been instrumental in shaping curricula and teaching methods. His focus on the holistic development of learners, including their emotional and moral growth, has influenced educators and instructional designers globally. Krathwohl’s legacy in educational psychology endures, providing a comprehensive framework for understanding and nurturing the emotional dimensions of learning.

The Taxonomy of Educational Objectives: Affective Domain

The Taxonomy of Educational Objectives in the affective domain is a framework developed by David Krathwohl to classify the levels of emotional and attitudinal learning. This taxonomy is structured hierarchically, beginning with basic awareness and progressing to more complex and internalized emotional states. The taxonomy serves as a guide for educators to design learning objectives that nurture students’ emotional development.

It emphasizes the importance of addressing feelings, attitudes, and values in the educational process. The affective domain taxonomy aids in the creation of more rounded educational experiences that cater to the emotional and ethical growth of students. It provides a structured approach to integrating affective learning in the curriculum, ensuring that students’ emotional and attitudinal development is given equal importance as cognitive skills. This taxonomy has become a foundational element in educational theory, offering a comprehensive perspective on the emotional aspects of learning.

An In-Depth Look at Krathwohl’s Affective Domain Taxonomy

Krathwohl’s Affective Domain Taxonomy offers an in-depth look into the emotional and attitudinal aspects of learning. This framework categorizes the affective domain into five hierarchical levels: receiving, responding, valuing, organizing, and characterizing. Each level represents a progressively more complex and internalized form of emotional and attitudinal engagement. The taxonomy starts with the awareness and willingness to hear (receiving) and progresses through active participation (responding) to attaching value (valuing).

Further levels involve organizing values into a coherent system (organizing) and finally, the internalization of these values to the extent that they manifest in consistent behaviors (characterizing). This taxonomy is vital for educators and instructional designers to understand and foster emotional and ethical development in learners. It provides a structured approach to integrate emotional learning into educational settings, ensuring a comprehensive and holistic development of students.

Receiving: The First Level of Affective Learning

Receiving, the first level of affective learning in Krathwohl’s taxonomy, involves the initial recognition and willingness to pay attention to stimuli. It’s the fundamental stage where learners show awareness and readiness to experience various phenomena. This level is characterized by learners’ ability to listen, select, and acknowledge the importance of emotional and attitudinal learning. It sets the foundation for more advanced affective development, as it primes students to be open and receptive to new ideas, emotions, and values.

In this stage, educators focus on creating an environment where learners feel comfortable and motivated to engage with the material. It’s crucial for setting the tone for subsequent learning stages, as it determines the learners’ initial engagement and attitude towards the learning process. Receiving is the stepping stone for deeper emotional and ethical understanding, serving as the gateway for more complex affective learning.

Responding: The Second Level of Affective Learning

Responding, the second level of Krathwohl’s affective domain taxonomy, involves learners actively participating in the learning process. This stage is marked by more than just awareness; it encompasses learners’ reactions to stimuli, such as feelings, thoughts, or actions. Responding signifies a willingness to engage with and react to various learning experiences. It involves not only compliance or willingness to comply but also motivation, which is essential for deeper learning.

At this level, learners begin to form connections with the content, showing interest and commitment. Educators at this stage encourage active participation, discussion, and expression of feelings and attitudes. This level is crucial for developing emotional engagement and forming the basis for more profound affective learning, such as valuing and ethical reasoning.

Valuing: The Third Level of Affective Learning

Valuing, the third level in Krathwohl’s affective domain taxonomy, represents a more profound engagement where learners start to internalize values and beliefs. This stage involves recognizing the worth or value of different ideas, materials, or phenomena. Learners begin to develop opinions, preferences, and a sense of commitment to certain values. Valuing is crucial in shaping a learner’s character and ethical standpoint, as it influences decision-making and behavior.

Educators at this stage encourage learners to explore and articulate their values, leading to personal growth and ethical development. This level is significant in education as it fosters personal investment in learning, promoting deeper understanding and lasting impact. Valuing paves the way for learners to integrate these values into their larger belief system.

Organizing: The Fourth Level of Affective Learning

Organizing, the fourth level in Krathwohl’s affective domain taxonomy, involves the integration and organization of values and beliefs into a cohesive system. At this stage, learners compare, relate, and synthesize different values, resolving conflicts between them to form a consistent value system. This level reflects a higher degree of internalization, where values become part of the learner’s identity and worldview.

Organizing is critical for developing a well-rounded personality, as it enables learners to navigate complex moral and ethical landscapes. Educators at this stage facilitate discussions and activities that help learners critically analyze and organize their values. The organizing stage is pivotal in developing mature, responsible individuals who can make reasoned decisions based on a well-structured value system.

Characterization: The Fifth Level of Affective Learning

Characterization, the pinnacle of Krathwohl’s affective domain taxonomy, represents the most advanced level of affective development. At this stage, learners have internalized their values to the extent that they consistently exhibit behaviors and attitudes reflective of these values. This level signifies a profound commitment to the value system, where actions are guided by these internalized beliefs and principles.

Characterization involves a comprehensive and consistent demonstration of the learner’s value system in various situations. Educators at this stage focus on reinforcing and challenging students to apply their values consistently. This level is crucial for the formation of a well-defined character, as it embodies the ultimate goal of affective learning: to develop individuals who consistently act in accordance with their deeply held beliefs and values.

Implications for Instructional Design

The implications of Krathwohl’s affective domain taxonomy for instructional design are significant. This framework provides instructional designers with a structured approach to incorporate emotional and attitudinal aspects into learning experiences. Understanding the taxonomy aids in creating educational programs that foster not only cognitive skills but also emotional and ethical development.

Educators and designers can use this framework to plan activities, discussions, and assessments that target various levels of affective learning. This approach ensures that learning experiences are holistic, catering to the full spectrum of student development. The integration of the affective domain in instructional design is crucial for preparing students to navigate the complexities of the real world, equipped with a well-rounded set of cognitive, emotional, and ethical skills.

Notes

Affective Domain (David Krathwohl)

Anne McGeehan’s Board on Affective Domain is a widely accepted nursing and training learning theory. Affective areas in nursing education are described in her book “Learning from MATHEMATICS with Nuria Gil – Ignacio.” [Sources: 11]

Bloom, Masia and Krathwohl, as the title suggests, were published in 1964 and dealt with the details of the second domain of the Affective Domain, detailing the relationship between the Affective Domain and the other domains of mental health in the human body. The account of Simpson’s psychomotor domain has been adapted and is based on the simplified account in Bloom’s book “Affective Behavior in Mental Health” (1964). [Sources: 2]

Note also that the above mentioned Psychomotor Domain is based on domain details created 1967 – 1970 by RH Dave, a student of Bloom, as well as on his own work. [Sources: 2]

The category of the domain is described below, and we provide a detailed description of each of these domains as well as an overview of their specific aspects. Here again, the Affective Domain Details, like the other areas, are an excellent tool for assessing and evaluating the ability of a learner or trainee to influence their own learning and learning outcomes. The inclusion of learning objectives from the affective area in addition to the cognitive area can create a more comprehensive simulation scenario and achieve positive results for the learning outcome of the students. [Sources: 0, 2, 4]

Forget about getting off to a solid start by making sure you have measurable goals in all three areas of the class. But don’t forget to have a measurable goal for each of these three domain classes. [Sources: 4]

This is commonly referred to as the flower taxonomy of the cognitive area (see also the taxonomy in the Handbook for Education Goals 1). Work on the cognitive domain was completed in the 1950s, and since then additional taxonomies have been created around it. [Sources: 0, 2, 3, 10]

A critique of the bloom taxonomy of cognitive domains acknowledges the existence of six categories in the cognitive domain, but questions the existence of sequential and hierarchical connections. Critics of a taxonomy for the cognitive field admit and question the existence of four categories, each with its own rules and rules of thumb. Criticism of aBloom taxonomies for a cognitive area acknowledges and questions the existence of sequential or hierarchical connections. [Sources: 5, 9]

One strategy I have followed in developing good discussions on these issues is to teach Bloom’s affective domain as an example of a cognitive domain, rather than as a taxonomy of cognitive domains in general. [Sources: 1]

The affective domain is one of three domains in Bloom’s taxonomy, the other two being cognitive and psychomotor. The domains are divided into 5 subdomains, including the reception of phenomena and the use of selected attention. There are five levels of affective domains that move from processing in the lower order to the higher order, from receiving, reacting, evaluating, organizing, and characterizing. To move from the simplest to the most complex, these five levels are attitudes cognitive, affective and psychomotor domains. [Sources: 5, 6]

The concept of complete comprehension does not reflect an intrinsic separation of behavior, but is rather the field of learning. Each of the areas of learning has a related taxonomy, and all three lists cover learning objectives. The area of understanding, as the Sonmez model does, is the cognitive, psychomotor and intuitive area of education. This includes the use of logic, argumentation, logic and argumentation, as well as language and logic as a means of communication. [Sources: 4, 6]

The category of affective domain includes the ability to receive and respond to phenomena, as well as the use of language and logic as a means of communication. We act in response to phenomena we receive and respond to, which is closely related to psychomotor and intuitive learning. [Sources: 6, 7]

Table 2 outlines some examples of affective areas that can be used to write learning goals. Examples follow for verbs that have to do with attitude, as well as for the use of language and logic as a means of communication. [Sources: 6]

This observation process and the hierarchy of goals is often referred to as the taxonomy of the address levels. Affective domain taxonomy contains a number of taxonomies for different cognitive domains, such as language and logic. Consider a teacher who formulates a verb appropriate for each cognitive area. Part of Bloom Taxonomic is the classification of educational objectives, and this is considered an important part of a good teacher’s pedagogical approach. [Sources: 4, 6, 8]

Domain learning can be divided into three categories: language, logic and language acquisition, and other cognitive areas. The following examples show the different taxonomies for different areas of cognitive learning in affective domain taxonomy. Domain learning could be divided into two categories, language and logic (language) and cognitive domain (logic). The area of learning that can be classified into one of the three types of areas such as language or logic. [Sources: 6]

Sources:

https://www.ncbi.nlm.nih.gov/books/NBK559109/

https://www.facultyfocus.com/articles/teaching-and-learning/getting-students-to-discuss-by-channeling-the-affective-domain/

https://www.businessballs.com/self-awareness/blooms-taxonomy/

http://www.edpsycinteractive.org/topics/cognition/bloom.html

https://mazaganplatre.com/z29xfrp/955222-cognitive-affective-and-psychomotor-domains-of-educational%2Fbehavioral-objectives

https://libguides.daltonstate.edu/c.php?g=722740&p=5523436

https://solconsult.com.br/2wj1wnc/levels-of-affective-domain-and-examples-284a33

 https://lsme.ac.uk/blog/the-three-3-domains-of-learning

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01109/full

 https://psychology.wikia.org/wiki/Taxonomy_of_Educational_Objectives

https://www.basearts.com/curriculum/HOMEWORK/EDUC417/Wiki%20Resources/Bloom’s%20Taxonomy.html

https://mfcsns.ca/bin/sacred-wood-idys/95ca87-affective-domain-objectives-examples-in-science

Understanding Objective Taxonomies in Instructional Design: A Comprehensive Guide

Introduction Objective taxonomies are indispensable frameworks in the realm of instructional design, serving to classify learning objectives based on their complexity and specificity. These taxonomies are pivotal in crafting effective learning experiences, as they offer a structured methodology for defining educational goals and outcomes. By delineating clear learning objectives, educators can ensure that instructional materials are aligned with desired educational standards and learning outcomes.

I. Historical Background of Objective Taxonomies The genesis of objective taxonomies in education can be traced back to the mid-20th century, with the seminal work of Benjamin Bloom standing as a cornerstone in this field. Bloom’s pioneering efforts led to the development of a taxonomy that provided a hierarchical classification of cognitive skills, encompassing a spectrum from basic knowledge recall to more complex processes such as analysis and evaluation. Over subsequent years, other scholars built upon Bloom’s foundational work, introducing taxonomies for additional domains such as the affective and psychomotor domains. These expansions enriched the instructional design landscape, offering a more comprehensive framework for addressing various aspects of learning.

II. Bloom’s Taxonomy Bloom’s Taxonomy is a fundamental framework in instructional design, initially comprising six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy was later revised to include levels such as remember, understand, apply, analyze, evaluate, and create, reflecting a more dynamic and nuanced approach to learning. This taxonomy serves as a vital guide for educators in developing learning objectives that promote higher-order thinking skills, encouraging learners to engage with material in a more profound and meaningful manner.

III. Other Notable Objective Taxonomies In addition to Bloom’s Taxonomy, the educational landscape features other significant objective taxonomies. For instance, Dave’s Psychomotor Domain taxonomy focuses on physical skills and coordination, emphasizing the development of motor skills and physical abilities. Similarly, Krathwohl’s Affective Domain taxonomy addresses the emotional and attitudinal aspects of learning, highlighting the importance of values, attitudes, and emotional responses in the learning process. These taxonomies complement Bloom’s by providing a holistic view of learner development across cognitive, affective, and psychomotor dimensions, thereby facilitating a more comprehensive approach to instructional design.

IV. Application of Objective Taxonomies in Instructional Design Objective taxonomies play a crucial role in instructional design, guiding the creation of clear and measurable learning objectives. By aligning learning activities and assessments with specific levels of cognitive, affective, or psychomotor development, educators can ensure that instructional materials effectively target the intended learning outcomes. This alignment is essential for fostering meaningful learning experiences that resonate with learners and facilitate the acquisition of knowledge and skills.

V. Objective Taxonomies in Different Educational Contexts The adaptability of objective taxonomies allows for their application across a variety of educational settings. In K-12 education, taxonomies aid in designing curricula that cater to the diverse learning needs of students, ensuring that educational content is accessible and engaging for learners of all levels. In higher education and corporate training, taxonomies are instrumental in developing courses that emphasize critical thinking, problem-solving, and practical skills. Each educational context demands a tailored approach to applying taxonomies, taking into account the specific learning goals and needs of the target audience.

VI. Challenges and Criticisms of Objective Taxonomies Despite their widespread use, objective taxonomies are not without criticism. Some argue that they may oversimplify the complexity of learning processes, failing to capture the nuanced dynamics of learner development. Additionally, there are concerns that taxonomies may not accommodate different learning styles or the diverse needs of learners. Addressing these challenges requires a flexible approach to applying taxonomies, adapting them as necessary to suit the unique requirements of different educational contexts and learner populations.

VII. Emerging Trends and Future Directions The field of instructional design is continually evolving, with technology playing an increasingly significant role. This evolution has led to the development of digital taxonomies tailored for e-learning environments, which address the unique challenges and opportunities presented by online learning. These new frameworks are designed to facilitate interactive, learner-centered approaches, emphasizing engagement and active participation in the learning process. As instructional design continues to advance, the role and form of objective taxonomies are likely to undergo further refinement and adaptation.

VIII. Conclusion Objective taxonomies are essential tools in the arsenal of instructional design, providing a structured approach to developing effective learning experiences. Despite the challenges they may face, their adaptability and applicability across diverse educational contexts ensure their continued relevance in shaping instructional strategies and achieving educational objectives.

References

• Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
• Dave, R. H. (1970). Developing and Writing Behavioral Objectives. Tucson, AZ: Educational Innovators Press.
• Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964
• https://www.youtube.com/watch?v=-oNdeUNi5AA

Additional Notes:

The concept of learning goals is largely based on the work of Benjamin Bloom, who collaborated with a group of educational psychologists in 1956 to create a taxonomy of learning goals based on a hierarchical classification of learning forms. The original group met twice a year and in 2001 a taxonomy for learning, teaching and evaluation was established (hereinafter referred to as revision). Bloom began work in 1949 and his group finished their work, and the efforts were put together in 1956 when they published the Taxonomies of Educational Objectives. Bloom compiled these efforts in the late 1950 “s and early 1960” s with the help of the American Association for the Advancement of Science in Education (AASE) and published the “Taxonomy on Learning and Teaching Assessments” (2001). The Taxonomic Educational Targets are the first attempt to classify learning goals into a hierarchy of cognitive dimensions. [Sources: 0, 3, 8, 10]

The revised Bloom Taxonomy has been used by curriculum planners around the world to formulate learning goals for eLearning courses and evaluations. The Bloom taxonomy provides an excellent basis for teaching because it can be used as a framework for a variety of learning objectives, such as learning objectives, learning objectives and targets for learning, assessment and evaluation. [Sources: 5, 7]

In fact, the words associated with the various categories of Bloom Taxonomy can help in the goal – defining the process of Bloom Taxonomy. In fact, some of the terms such as “learning goals,” “goal” and “objective goals,” as well as the names of their various categories, can all support the goals – defined process in aBloom taxonomies. Indeed, a number of words associated with the various categories of Bloom Taxonomics, such as “learning goals,” “goal-setting,” or “projection,” both of which help to achieve the goals, can define the process of flowering taxonomy. [Sources: 11]

When developing the learning objectives for a course, the use of taxonomies and related verbs can help to make people aware of objectives that are observable and measurable. Teaching objectives are important because a teacher’s plan of what he should teach and how to teach is based on the definition of objectives to be achieved. [Sources: 2, 6]

In other words, the feedback we receive from the evaluation of the teaching objectives shows how much institutional objectives are being achieved. Teaching objectives can be used to determine whether national educational objectives have been achieved and, if so, how appropriate the objective should be. [Sources: 2]

Applying Bloom taxonomies to in-company training strategies can improve the learning experience and provide the analyses that companies need for their training and development strategies and for the management of their employees. [Sources: 12]

With the Bloom Framework on Taxonomy, business learners have a number of goals they want to achieve, such as goals, goals and goals. While goals describe hopes, wishes or goals for the course (i.e. from the teacher’s perspective), learning goals articulate specific, measurable things that students know or can do before leaving the course. Now that we have a clear understanding of what a learning objective is, we should look at how we can use it to structure students’ learning. If you have questions about how goals and goals differ, you can try to design a “learning goal” for your course, as you would for any other goal. [Sources: 6, 12]

In this case, Bloom’s taxonomy of cognitive goals can help remind teachers to set a variety of goals, rather than relying excessively on one or two specific goals, such as a specific goal for each of the three categories. You should also be able to formulate measurable learning goals for your course field. Write down your learning goal on a worksheet (Write goals and goals) if it is helpful. It should be possible to distinguish not only between goals and goals, but also between goals and goals. [Sources: 6, 9]

What follows is an interpretation that you can use to write down your goals based on flower taxonomy. The Bloom Taxonomy refers to the different goals that educators set for students. [Sources: 4]

Accordingly, this taxonomy is a collection of targets for each of the different types of flowers in the flower family. There are knowledge-based objectives, skill-based objectives and knowledge-based objectives, and there are objectives based on knowledge. Accordingly, these taxonomies are a combination of objectives – definition, learning, knowledge, skills, education, and educational goals. And there is an overlap between the goal of knowledge and the goals of skills and abilities, and between goal and learning. [Sources: 11]

The main idea behind these taxonomies is that what educators want to know from students, including an explanation of educational goals, can be arranged in a hierarchy of fewer and more complex ones. The main ideas behind this taxonomy are that the goals of what students want to know, which include an explanation of educational goals, and the goals for each of these goals (abilities, skills and abilities, education, knowledge, learning, skills and abilities) can be arranged in a less or more complicated hierarchy. [Sources: 1]

0.https://education.stateuniversity.com/pages/2475/Taxonomies-Educational-Objectives.html

1. http://www.edpsycinteractive.org/topics/cognition/bloom.html
2. http://www.vkmaheshwari.com/WP/?p=618https://tpc.education/en/blog/taxonomy/
3. https://www.pearsoned.com/using-blooms-taxonomy-to-write-learning-outcomes/
4. https://technologyforlearners.com/applying-blooms-taxonomy-to-the-classroom/
5. https://www.slu.edu/cttl/resources/designing-courses/part-five-identifying-learning-objectives.phphttps://blog.commlabindia.com/elearning-design/blooms-taxonomy-learning-objectives-corporate-training
6. https://www.britannica.com/topic/Blooms-taxonomy
7. https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Book%3A_Educational_Psychology_(Seifert_and_Sutton)/10%3A_Planning_Instruction/10.03%3A_Formulating_Learning_Objectives
8. https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/2_Learning-Objectives-Alignment/6_objectives_blooms-taxonomy.html
9. https://teaching.uncc.edu/services-programs/teaching-guides/course-design/blooms-educational-objectiveshttps://learning-tribes.com/en/how-to-create-corporate-learning-objectives-using-blooms-taxonomy/

Introduction to Goal-Based Scenarios

Goal-Based Scenarios (GBS) in instructional design are pivotal for immersive learning experiences. They simulate real-life situations, allowing learners to apply knowledge in practical contexts. This approach transforms traditional learning paradigms by prioritizing active participation over passive consumption of information.

The essence of GBS lies in its ability to foster critical thinking and problem-solving skills. It’s an innovative strategy that aligns educational content with specific, real-world objectives, enhancing the relevance of the learning process. By embedding learners in realistic scenarios, GBS bridges the gap between theoretical knowledge and practical application. This method is increasingly recognized for its effectiveness in various educational and training environments.

Theoretical Foundations of Goal-Based Scenarios

Goal-Based Scenarios are deeply rooted in cognitive and behavioral learning theories. These frameworks emphasize the role of mental processes and behavior in learning. GBS leverages these theories to create scenarios that stimulate cognitive engagement and behavioral change.

Constructivism and experiential learning are also integral to GBS. They advocate for learning as an active, contextualized process where knowledge is constructed through experiences. GBS harnesses these concepts by placing learners in realistic, problem-centered situations. This integration of theory and practice ensures a holistic and impactful learning journey, tailoring education to individual learner needs and experiences.

Designing Effective Goal-Based Scenarios

Crafting effective Goal-Based Scenarios begins with a clear identification of learning objectives. These objectives guide the creation of scenarios that are both relevant and challenging. The design process involves developing realistic contexts that mirror real-world complexities, engaging learners in meaningful problem-solving.

An essential aspect of effective GBS design is ensuring that scenarios are directly aligned with educational goals. This alignment guarantees that each scenario is not only immersive but also pedagogically sound. By carefully constructing these scenarios, educators can facilitate deeper understanding and retention of knowledge, making learning more impactful and enduring.

Integrating Technology in Goal-Based Scenarios

The integration of technology in Goal-Based Scenarios is a game-changer in instructional design. Digital tools and interactive platforms can significantly enhance the learning experience by making scenarios more engaging and accessible. Technologies like virtual reality and augmented reality can create immersive environments that bring scenarios to life.

Multimedia elements such as videos, animations, and interactive simulations also play a crucial role. They add a dynamic layer to learning, making complex concepts more understandable and memorable. The use of technology in GBS not only captivates learners but also provides diverse pathways for exploring and understanding content.

Role of Feedback in Goal-Based Scenarios

Feedback is a cornerstone of learning within Goal-Based Scenarios. It provides learners with insights into their performance, fostering self-reflection and continuous improvement. Feedback in GBS should be timely and constructive, offering specific guidance and encouragement.

Different types of feedback, such as immediate, delayed, formative, and summative, have unique impacts on learning. Integrating a variety of feedback methods ensures a comprehensive understanding and reinforces learning objectives. This strategic use of feedback helps learners to navigate the scenarios effectively, enhancing the overall learning experience.

Assessment Strategies within Goal-Based Scenarios

Assessment within Goal-Based Scenarios is pivotal for measuring learning outcomes. Formative and summative assessments are strategically used to align with the learning goals. These assessments provide valuable data on learner progress and understanding, guiding future instructional decisions.

The key to effective assessment in GBS is ensuring it is integrative and reflective of real-world tasks. This approach not only tests knowledge acquisition but also the application of skills in practical scenarios. By aligning assessment strategies with learning objectives, educators can provide a clear roadmap for learner achievement and progress.

Challenges in Implementing Goal-Based Scenarios

Implementing Goal-Based Scenarios is not without its challenges. Resource limitations and practical constraints can pose significant hurdles in the development and execution of effective GBS. These challenges require innovative solutions and adaptability from educators and instructional designers.

Another major challenge is overcoming resistance to new methods of teaching and learning. It involves shifting mindsets and adapting to novel approaches in education. By addressing these challenges head-on, educators can unlock the full potential of GBS, making learning more engaging and effective for all students.

Case Studies: Successful Applications

Examining case studies of successful Goal-Based Scenario applications provides valuable insights. These real-life examples span various educational settings, showcasing the versatility and effectiveness of GBS. Analyzing these cases helps in understanding the outcomes and best practices of GBS implementation.

These studies often reveal significant improvements in learner engagement and knowledge retention. They serve as a testament to the power of GBS in transforming learning experiences. By learning from these successes, educators can replicate and innovate upon these methods in their own instructional designs.

Role of Instructor in Goal-Based Scenarios

The instructor plays a crucial role in the success of Goal-Based Scenarios. They are not just facilitators of learning but also guides who help students navigate through the complexities of the scenarios. Balancing control and autonomy is essential for instructors to effectively manage GBS.

Instructors must be adept at providing support, steering discussions, and encouraging critical thinking. Their involvement is key to ensuring that the scenarios remain focused and educational. The instructor’s role in GBS is to create a conducive learning environment where students can explore, experiment, and learn.

Customizing Scenarios for Diverse Learners

Customizing Goal-Based Scenarios for diverse learners is essential for inclusive education. This involves designing scenarios that cater to different learning styles and needs. Differentiation in GBS design ensures that all learners, regardless of their background or abilities, can engage meaningfully with the content.

Adaptability and flexibility are key to making GBS inclusive. Educators must consider the diverse perspectives and experiences of learners to create scenarios that are universally accessible and engaging. This approach not only respects the uniqueness of each learner but also enriches the learning experience for everyone.

Future Directions in Goal-Based Scenario Design

The future of Goal-Based Scenario design is promising, with emerging trends and innovations shaping its evolution. Technological advancements, such as artificial intelligence and machine learning, are expected to play a significant role. These tools can make GBS more personalized and adaptive to individual learning paths.

Predictions for the future also include a greater emphasis on immersive and interactive experiences. The integration of gamification elements and virtual environments could redefine the way GBS is implemented. Staying abreast of these developments will be crucial for educators and instructional designers aiming to leverage the full potential of GBS.

Conclusion and Key Takeaways

In conclusion, Goal-Based Scenarios represent a significant advancement in instructional design. They offer an engaging, realistic, and effective approach to learning that aligns closely with real-world applications. The key takeaway is the importance of context, relevance, and practical application in the learning process.

This article highlights the potential of GBS in enhancing learning experiences across various educational settings. By adopting and

This article highlights the potential of GBS in enhancing learning experiences across various educational settings. By adopting and adapting these strategies, educators can make learning more dynamic and impactful. Goal-Based Scenarios, with their focus on real-world relevance and active participation, are a powerful tool in the arsenal of modern educators.

We will soon be releasing a new goal-based scenario training system that fully adopts the “learn as you do” approach to training. [Sources: 2]

Instead of focusing on what might happen, we are focusing on how companies can learn from experience and how they can learn. Scenario-based learning (SBL) is a learning process where learners tackle realistic challenges in the workplace and receive realistic feedback as they progress, so that everything that happens reflects their decisions.

Context and Engagement in Scenario-Based Experiences

The context of the scenario-based experience corresponds to the real-life situation in which the learners find themselves, so that they can access and apply knowledge and skills in the future. This allows a high level of involvement of the learners, as the scenarios depict situations from real life and thus relate to each other. It also provides a safe environment in which you can practice and understand the consequences of your actions.

Practical Applications and Diverse Scenarios

For example, solve a customer problem in an online training simulation and then run a ramified scenario that deals with a conflict between colleagues and employees. Finally, situations that occur frequently and provide an opportunity for learners to learn and apply best practice should be taken into account, especially in situations where decision-making is likely to be influenced by widespread myths and misunderstandings.

Using scenarios can be as simple as presenting a situation to the learner, asking questions and offering multiple responses, but using scenarios is a great way to increase the learner’s engagement and assessment of the questions. In addition to navigating complicated situations, scenarios also offer participants the opportunity to practice situational awareness, understand the context that influences them, the issues that need to be addressed, and the consequences of their actions.

Goal-Oriented Scenario Design

In a game with an elite SWAT unit that will take place in the near future, the GM creates the following goal-based scenario. In a goal-oriented scenario, define the goal you want to achieve with the test, and LoadRunner Professional will automatically create the scenario based on that goal. Then find a solution that helps you achieve your goal, based on transparent advice outlining your client’s various options and providing insights into the return on risk of each option. Please contact us to see how the Goal-Based Scenario Tool can work for you.

Realism and Effectiveness in Scenario-Based Training

Scenario-based training is fun and interesting because it gives learners a sense of reality by immersing them in a real-life work situation. For a scenario to be effective, it must authentically reflect the choices that learners have to make in real life. Scenarios should reflect the actual situations people might be in. We work closely with experts to develop realistic situations, options and consequences resulting from the learner’s decisions.

Understanding User Experience in Scenario Development

How can a scenario best be experienced? And what does it take to learn and observe from end users? When developing training software, make sure you understand how the application affects the user and how they deal with it. Take the learning experience based on the scenario and talk to the reality of doing the work and living out the experiences you want to simulate.

Combining Scenarios for Enhanced Learning Paths

Alternatively, you can use a combination of scenarios as a learning path that can benefit any student. Goals and Service Level Agreements (SLAs) define performance indicators for the design of load test scenarios. If you set a class behavior goal and achieve it, the reward is for the whole class, but if the focus is on individual goals, students who begin to complete milestones toward their goals can earn additional reading or computer time. This drives the entire course and can even change the overall learning experience for students.

Industry-Specific Training through Branched Scenarios

Branched scenarios help you create unique industry-specific training that focuses on achieving the desired outcome and evaluating the situation. Skill-based scenarios: Each scenario has a specific goal for the student and a set of goals for his or her class. In these scenarios, learners are expected to demonstrate skills and knowledge they have already acquired and to predict future outcomes and events based on their knowledge and conclusions.

Real-Life Situations in Elearning Scenarios

Elearning scenarios describe real-life situations that learners can encounter, such as video games, clip art and other interactive activities. For students who are involved in goal-based scenarios, they offer a story, strategy, or perspective that an expert tells about themselves that can help them with their task.

Conflict Management and Resolution in Scenarios

Students are given scenarios that can help them to identify and defuse similar conflict situations in the workplace. In such scenarios, learners forget to take a stand on a topic and deal with it in order to understand how it affects decision-making (usually from a humanitarian perspective) – in the professional sphere. Problematic scenarios, such as the one in this article, focus on conflict management and conflict resolution.

Creating Effective Scenario-Based Learning

As you can see, one of the most important steps in the development of scenarios-based learning is the creation of actual scenarios. If you want to create an effective scenario for the development of Elearning, you need to have a compelling story that provides
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https://www.ortecfinance.com/en/insights/blog/how-to-increase-clients-trust-with-goal-based-planning

https://education.stateuniversity.com/pages/2091/Instructional-Design-CASE-BASED-REASONING.html

https://www.socraticarts.com/solutions/technology-solutions/goal-based-scenario-tool

https://rpgknights.com/craig-judds-goal-based-scenarios/

https://www.shiftelearning.com/blog/a-5-step-plan-to-create-your-own-scenario-based-elearning-course

http://loadrunnertips.com/Controller/Advanced_Goal-Oriented_Scenario.html

https://elearningart.com/blog/scenario-tips/

https://admhelp.microfocus.com/lr/en/2021/help/WebHelp/Content/Controller/c_goal_oriented_scenarios.htm

https://www.eidesign.net/7-examples-scenario-based-learning-sbl-formal-informal-learning/

https://www.ispringsolutions.com/blog/scenario-based-learning

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Cognitive Apprenticeship is a powerful educational model that blends traditional apprenticeship learning with cognitive strategies, focusing on the processes that experts use to handle complex tasks. This approach is highly relevant in instructional design, where the goal is to facilitate deep learning and enable learners to apply knowledge and skills in real-world contexts.

Understanding Cognitive Apprenticeship

Cognitive Apprenticeship extends beyond the mere demonstration of tasks. It involves teaching the underlying theories, strategies, and cognitive skills that experts employ in their field. The model was developed to make visible the thinking processes that experts engage in, allowing students to observe, enact, and practice these strategies under guided supervision. This method is particularly useful in domains where cognitive skills are paramount, such as in problem-solving, reading comprehension, and writing.

Understanding Cognitive Processes

Cognitive apprenticeship aims to make the invisible visible by highlighting expert thinking processes during task execution. In educational settings, this involves demonstrating not only how to accomplish a task but also how to think about it. Teachers articulate their thought processes, including problem-solving strategies and decision-making criteria. This transparency helps students internalize the skills necessary to become competent practitioners themselves, bridging the gap between learning and real-world application.

The Role of Scaffolding

Scaffolding is a crucial component of cognitive apprenticeship. It involves providing students with temporary support structures to accomplish tasks they cannot complete independently. As learners gain proficiency, these supports are gradually removed to foster independence. This method not only builds confidence but also encourages students to take ownership of their learning process, gradually moving from guided to independent practice.

Encouraging Articulation and Reflection

Articulation and reflection are key practices within cognitive apprenticeship. They require students to verbalize their thoughts and reflect on their learning processes. By articulating what they understand and where they are struggling, students clarify their own understanding and identify areas needing improvement.

Reflection, on the other hand, helps them compare their methods to those of experts or peers, providing insight into alternative approaches and fostering a deeper understanding of the subject matter.

The Importance of Multiple Contexts

Using multiple contexts in cognitive apprenticeship helps learners apply their knowledge across different situations, enhancing their ability to transfer skills learned in one context to another. This approach not only reinforces learning but also tests its robustness under varying conditions.

By encountering a concept in diverse applications, students can develop a more comprehensive understanding, preparing them for the unpredictability of real-world scenarios.

Integrating Technology in Learning

In modern educational environments, integrating technology can significantly enhance the implementation of cognitive apprenticeship. Digital tools and platforms offer innovative ways to simulate real-world tasks and provide interactive feedback. For instance, virtual reality can create immersive learning experiences that are impractical in the traditional classroom setting. Technology also facilitates more personalized learning pathways and immediate feedback, key elements in effective educational scaffolding and coaching.

Core Components of Cognitive Apprenticeship

The cognitive apprenticeship model is structured around several core teaching methods:

• Modeling: Instructors demonstrate skills and processes in a way that makes their expert thinking visible to students.
• Coaching: Guidance is provided as students practice, offering cues, prompts, and feedback to enhance performance.
• Scaffolding: Temporary support is given during the early stages of learning, which is gradually withdrawn as competence develops.
• Articulation: Encouraging students to verbalize their knowledge, reasoning, or problem-solving processes.
• Reflection: Students compare their problem-solving with an expert’s or another student’s approach, gaining insights into their own strategies and methods.
• Exploration: Students take initiative and responsibility for solving problems, which promotes autonomy and creative thinking.

Implementing Cognitive Apprenticeship in Instructional Design

Implementing cognitive apprenticeship in instructional design requires careful planning and adaptation to the educational context. Here’s how it can be effectively integrated:

1. Task Analysis: Begin by performing a detailed analysis of the tasks and cognitive skills required in the subject matter. Understanding the expert performance is crucial to modeling and scaffolding the learning experiences effectively.
2. Multiple Learning Contexts: Design learning experiences that expose students to a variety of contexts. This helps them apply learned skills to different situations, enhancing their ability to transfer skills and adapt flexibly.
3. Technology Integration: Utilize technology to create simulated environments where students can practice skills safely and receive instant feedback. This is especially useful in fields where real-world practice is costly or impractical.
4. Peer Learning: Encourage collaboration among students to facilitate shared learning experiences. Peer interaction provides diverse cognitive strategies and perspectives, enriching the learning process.
5. Assessment Strategies: Develop assessments that not only evaluate the end product but also the process students use to get there. This approach helps in refining the cognitive strategies employed during learning.

Benefits and Challenges

Benefits:

• Promotes deeper understanding and retention of knowledge.
• Enhances the ability to apply skills in varied contexts.
• Develops independent problem-solving skills and critical thinking.

Challenges:

• Requires significant effort in planning and execution.
• Instructors must be highly skilled in both the subject matter and in teaching strategies.
• It can be time-consuming to observe and provide individual feedback.

Further Reading and Resources

To delve deeper into cognitive apprenticeship and its applications in instructional design, consider exploring the following resources:

1. Learning Solutions Magazine discusses the relevance of cognitive apprenticeship in today’s workplace.
2. ResearchGate features detailed studies and publications on the contextualization of cognitive apprenticeship.
3. The eLearning Industry provides insights into situated cognition theory and the cognitive apprenticeship model.

By integrating the principles of cognitive apprenticeship, instructional designers can create more effective and engaging learning experiences that equip students with the skills they need to succeed in complex and dynamic environments.

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Sources:

• Brave New Teaching Podcast – Episode 34
• PLOS ONE Journal Article
• ResearchGate – Cognitive Apprenticeship, Technology and the Contextualization of Learning Environments
• Psychology Wiki – Cognitive Apprenticeship
• EPLTT – Cognitive Apprenticeship
• Learning Solutions Magazine – Cognitive Apprenticeship: Develop the Thinking for Outcomes Needed in Today’s Workplace
• Google Sites – Cognitive Apprenticeship
• Teacher Toolkit – Cognitive Apprenticeship
• HKU – Approaches to Cognitive Apprenticeship
• Wikiversity – Brief Introduction to Cognitive Apprenticeship
• KNILT – What is Cognitive Apprenticeship?
• eLearning Industry – Situated Cognition Theory and Cognitive Apprenticeship Model
• What-When-How – Use of Cognitive Apprenticeship Framework in Online Learning