If information architecture is a fairly new field, then the practice of teaching information architecture is even newer. Often instructors are experienced information architects who have little to no teacher training, and they must teach students with a wide range of experience and learning goals.Cognitive learning theory in the classroom learning objectives are one tool that can make information architecture courses easier for teachers and more rewarding for students.

While useful, a topic list doesn’t make clear what students should come away with at the end of the class.Cognitive learning theory in the classroom they could be required only to know the terms and be able to identify different types of documents. The learning objectives indicate that the students will need to understand concepts, produce documents in given circumstances, discuss how to use the documents, and articulate the needs of their team.Cognitive learning theory in the classroom these objectives touch on many levels of learning.

In this way, learning objectives also make both your assessment of student performance and student self-assessment easier.Cognitive learning theory in the classroom since learning objectives state a performance goal, you can more easily develop a method for assessing that performance. Again let’s use the sample learning objective “make a content inventory for an existing site” and its secondary objective, “describe situations when a content inventory is an appropriate tool.” these clearly state what skills the student must demonstrate.Cognitive learning theory in the classroom

As the teacher, you must determine how the student can best demonstrate his or her abilities, whether through a group or individual exercise, in-class or take-home test, or another method.Cognitive learning theory in the classroom the learning objectives can make this choice easier as they require you to have done the thinking up front about the skills your students need to show.Cognitive learning theory in the classroom learning objectives also allow students to participate as active, independent learners. Because students are clearly told what they should be able to do, they can assess their own progress and concentrate on their weaker skills.Cognitive learning theory in the classroom this is especially important for professional students who are looking to gain specific skills and knowledge.

After developing a set of learning objectives, you can see how the objectives relate and build upon each other.Cognitive learning theory in the classroom it is then easy to see which information and skills should be taught first. For example, in this article, the learning objective “create learning objectives” is a competency you need before you are able to assess your objectives.Cognitive learning theory in the classroom later, we’ll see how taxonomies can help you organize learning objectives to build from simpler to more complex thinking.

Conditions and criteria of performance can help focus learning objectives.Cognitive learning theory in the classroom A condition tells how the task will be performed and a criterion tells how well. Conditions and criteria are often too limiting when teaching at the post-secondary level, but they can be useful in certain situations.Cognitive learning theory in the classroom for example, in the objective “describe five types of usability testing,” the condition is five. This objective could be more generally stated as “describe usability testing methods;” the condition adds clarity, which in some cases can help the instructor and students assess whether the objective is being achieved.Cognitive learning theory in the classroom

The learning objectives for this article focus on cognitive (thinking) abilities. The most commonly used taxonomy for cognitive abilities was developed by benjamin bloom and colleagues in 1956 and updated in the late 1990s.Cognitive learning theory in the classroom the six-level taxonomy is based on hierarchies of thought processes. Each level requires more complex thought than the one before it while also incorporating the levels prior to it.Cognitive learning theory in the classroom the levels, from lowest to highest, are knowledge, comprehension, application, analysis, synthesis, and evaluation.

According to bloom’s taxonomy, in the beginning you introduce general concepts and specific skills.Cognitive learning theory in the classroom you then verify that students can recall information and understand its meaning. Later, you explain how the concepts and skills interrelate so that students are able to create more independently and think more abstractly.Cognitive learning theory in the classroom finally, you verify that students can apply the knowledge in concrete situations, break the information down into component parts, apply the knowledge in a new way, and judge the value of the information. (there are many resources online and in print that explain these levels in more detail; “further resources” includes a few introductory ones.)

cognitive learning theory in the classroom

At this stage, according to bloom’s taxonomy, you are expected to apply the article’s information to your own situation and judge its effectiveness.Cognitive learning theory in the classroom you will also synthesize information from this article with skills and knowledge you already have in order to form a new result (i.E., your previous teaching experience combined with what you learned here).Cognitive learning theory in the classroom

You may also find affective (attitude) or psychomotor (physical) learning objectives useful. Affective objectives are concerned with the student’s interest in, attitudes toward, and appreciation of a subject; they are used less in higher-level classes and are more appropriate where trying is as important as succeeding.Cognitive learning theory in the classroom psychomotor skills, such as projecting voice, may also have a place in your class.