by Cindy Vinson
Ed.D.
http://pixel.fhda.edu/id/learning_domain.html
Learning
domains, sometimes referred to as categories of learning outcomes, are critical
to consider as you plan your lessons. By analyzing the type of learning domain
or outcome that you want, you can determine which activities, assessments, and
representational modes (face-to-face, video, online, multimedia) are optimal
based on the learning outcome desired. With the access to learning technologies
more available to faculty and with greater numbers of students having access at
home and work, it is possible and desirable to use multiple representational
modes to increase the probability that students will attain higher levels of
learning.
The
following is a brief overview of learning domains with examples of how you
might represent content, provide activities, and assess mastery of that domain.
These domains include cognitive, affective, psychomotor, and interpersonal.
This
domain focuses on intellectual skills and is familiar to educators. Bloom’s
Taxonomy (knowledge, comprehension, application, analysis, synthesis, and
evaluation) is frequently used to describe the increasing complexity of
cognitive skills as students move from beginner to more advanced in their
knowledge of content. The cognitive domain is the core learning domain. The
other domains (affective, interpersonal, and psychomotor) require at least some
cognitive component.
The
cognitive domain is well suited to the online environment. Face-to-face courses
benefit from using the web as a way to supplement classroom lectures that are
cognitive in nature. Supplemental material may include the following:
Additional explanations of key concepts
· Graphics to show relationships between ideas
· Organized class notes
· Tables that provide summary information
· PowerPoint slides
· Additional examples
· Self-check quizzes
· A discussion board
· Case studies
· Drill and practice of content that must be memorized
· FLASH animations or simulations of challenging and key concepts
· Practice questions with answers and “expert” explanations
· Links to similar information presented in a different way
Courses
that are hybrid (presented in both an online and face-to-face format), often
present the cognitive portion of the course via the web and use classroom time
for the more affective, psychomotor, and interpersonal learning outcomes.
As
we move up the cognitive domain especially as we get to synthesis and
evaluation, collaborative assignments requiring students to engage in
problem-based or project-based activities serve as important ways to determine
if students have reached that level of learning. These projects can be done
online, but often lend themselves to at least some face-to-face interaction. If
face-to-face interaction is not possible, synchronous mediated events such as
web casting, interactive video, or conference calls facilitate project
development. Also, higher cognitive skills provide opportunities for student to
develop interpersonal domain learning. To the extent that we desire
interpersonal learning outcomes, we should consider how to facilitate
face-to-face interactions.
The
affective domain is critical for learning but is often not specifically
addressed. This is the domain that deals with attitudes, motivation,
willingness to participate, valuing what is being learned, and ultimately
incorporating the values of a discipline into a way of life. Stages in
that domain are not as sequential as the cognitive domain, but have been
described as the following:
· Receiving (willing to listen)
· Responding (willing to participate)
· Valuing (willing to be involved)
· Organizing (willing to be an advocate)
· Characterization (willing to change one’s behavior, lifestyle, or way of life)
We
do not necessarily expect our math students to become math instructors or
mathematicians, but we want them to be willing to “show up” for class,
participate in class, and become involved with the content. We expect students
to expend effort in their courses and sustain the effort throughout the
duration of the course. We also would like our students to take the next
higher course or another course in the curriculum because they value what they
have learned.
The
affective domain is not best handled with just text on a screen. Class meetings
or an initial class meeting to support an online course might be used for
affective development. Videos and audio clips are also excellent ways to engage
the affective domain. These should be short and may include the following:
· Former students giving tips on how to be successful
· The instructor informing the students of the value of the course
· Professionals who are using the knowledge from the course in their lives
· An overview of the program with key support personnel and facilities visible to the student
· Streaming audio files throughout the course encouraging students and providing helpful tips
· Short video clips of the instructor explaining course content
Additionally,
chunking information into small steps and designing opportunities for the
students to be successful facilitate affective learning for students.
Face-to-face courses can include affective online components by allowing
students to have a place to post questions, get feedback, and hear encouraging
messages from the instructor (with a text accompaniment). Encouraging students
to set goals for themselves that are reasonable can also enhance affective
learning. To the extent that students are challenged or are new to a content
area, we would expect instructors to include more affective learning outcomes.
The
psychomotor domain focuses on performing sequences of motor activities to a
specified level of accuracy, smoothness, rapidity, or force. Underlying the
motor activity is cognitive understanding. In the higher education environment,
we see psychomotor learning in content including the following:
· Lab courses for science classes
· Vocational courses
· Physical education courses
· Training in using specified equipment such as computers, cameras, musical instruments etc.
· Performing arts
The
stages of the psychomotor domain have been described as follows:
· Action (elementary movement)
· Coordination (synchronized movement)
· Formation (bodily movement)
· Production (combine verbal and nonverbal movement
The
psychomotor domain is best assessed in a face-to-face situation. Since there is
a cognitive component underlying motor skills, these can be effectively viewed
in videos, demonstrations, online text descriptions, or with pictures of each
step in the sequence. Simulations can be used to help people learn the steps or
practice variations of a motor sequence; but ultimately, the student should
perform the skill with an instructor or designee judging if the skill was
performed to a set standard. Sometimes, simulations are used for learning
without “hands on” opportunities, because the psychomotor activity is dangerous
or equipment is not readily available.
Students
who are new to a content area will generally benefit more from “hands-on”
learning than from mediated learning within the psychomotor domain. As students
become more expert, videos and pictures can be used to teach the skill.
The
Interpersonal domain focuses on people interacting with others. As we redesign
our courses using the 21st Century Learning Outcomes Project (http://socrates.fhda.edu/fh/staff/century/centurycomps.html
)
as
a guide, the interpersonal domain takes on greater importance than perhaps in
the past. The levels in this domain should not be considered hierarchical as in
the cognitive domain, but more as a list of skills. These include the
following:
· Seeking/giving information (asking for and offering information)
· Proposing (putting forward an idea)
· Building and supporting (helping another person’s idea move forward)
· Shutting out/bringing in (excluding or involving another)
· Disagreeing (appropriately offering a difference of opinion)
· Summarizing (Restating in a compact form a discussion or collection of ideas)
The
above list is not exhaustive. Other skills to add to the list might include
negotiating, compromising, facilitating, and leading.
Interpersonal
skills are learned by seeing models, practicing the skills, and getting
feedback in the form of coaching. While short videos, good explanations, and
checklists can facilitate the conceptual learning of the skills, the actual
acquisition of the interpersonal skill is best done with face-to-face contact
and lots of instructor feedback. With the use of forums and classroom meetings
online, we might be tempted to believe that face-to-face is no longer necessary
and interpersonal skills can be taught in a virtual environment. While
technical innovations allows us more collaboration than in the past, if our
core learning outcome is interpersonal, some face-to-face interaction is
desirable.
Darryl L. Sink and Associates, Inc (1994). The instructional developer workshop, Monterey, California.
Gagne. R. M., Briggs, J.J. and Wagner. W.W. (1992). Principles of instructional design. Fort Worth,
TX.: Harcourt Brace Jovanovich College Publishers.
Kemp, J.E. (1985). The instructional design process. New York, NY.: Harper and Row, Publishers.
This table provides a
summary of what has been described above.
|
Learning
Domain |
Activities |
Delivery Considerations |
Assessment |
|
Cognitive |
Self-check quizzes Case studies Drill and practice Short answer essay Project or problem-based
activities |
Web-enhanced materials
supplementing classroom lectures Hybrid course with cognitive
content on the web Multimedia simulations of
challenging and key concepts |
Project based for higher
cognitive skills Multiple choice or short essay
questions Case Studies |
|
Affective |
Goal setting Self-reflective writing in a
journal Practice tutorials designed
for student success |
Face-to-face meetings Motivational videos Streaming audio explanations
and encouragement Interactive video, web casts,
conference calls |
Self-assessment using
check-list Pre/post attitude survey
related to course content Retention/success in course |
|
Psycho-motor |
Practice of desired skill with
feedback Arranging sequences of an
activity in correct order |
Face-to-face demonstrations Demonstration videos Pictures with audio and text
explanations Interactive video
demonstrations |
Performance of skill matches
set standard as observed by an instructor or designee |
|
Interper-sonal |
Structured team projects with
debriefing Analyzing video models and
identifying correct from incorrect performance |
Face-to-face small group
coaching and feedback sessions Check lists, examples, videos
and other cognitive support material presented online |
Team, instructor and self
assessment measures Analysis of video taped
student performance of desired interpersonal skill |
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