The starting point for this process is Bloom’s Taxonomy, which identifies levels of learning goals, moving from basic competencies (remembering content) to more advance competencies (creating knowledge). Bloom’s Taxonomy can help you to reflect on your course learning outcomes and focus on what you would like your students to be able to do by the end of the course.
The next stage is to connect your learning outcomes to diverse learning activities that you can either demonstrate yourself or develop as participatory activities for you students. We identify some activities that instructors commonly use when teaching face-to-face, and how these might be translated for asynchronous online delivery.
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Bloom’s Taxonomy |
Learning Outcomes (Students will be able to…) |
Face-to-face activity (What you did before) |
Online Activity (What you might do now) |
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REMEMBER Recall facts and basic concepts |
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UNDERSTAND Explain idea or concepts |
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APPLY Use information in new situations |
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ANALYZE Draw connection among ideas |
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EVALUATE Justify a stand or decision |
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CREATE Produce new or original work |
Devise Design Write Blog Tweet Adapt Animate Build Negotiate Program Facilitate |
Reflective blog Presentation Exhibition Model Visuals (Photographs) Creating simulations Experiment Demonstrations Workshop Design artifacts Build/construct artifacts Case studies Collaborative writing |
Blog – in a forum, WordPress, or Word document Create Podcast Webisode/Webinar Create a video Students create model, take a photo and email/upload to forum Online group workshop using BBB Website in WordPress Poster, Collage, or Postcard (students create and then take photo) Collaborative writing in Open Journal Systems |