The Importance of Using Bloom’s Taxonomy When Creating eLearning Courses

Have you ever wondered why course objectives of the most effective courses seem very similar in their structure? For example, maybe you’ll see a course that says, “Define Compliance” or “Explain the Importance of Compliance Training.” It’s no accident that a course’s objectives are uniform and very clear. You can thank Bloom’s Taxonomy for that. Another example could be:

“After the completion of reading this article, you will be able to:

  • Define Bloom’s Taxonomy.
  • Explain the dynamic learning levels in Bloom’s Taxonomy.
  • Use Bloom’s Taxonomy in your everyday life and training.”

Bloom’s Taxonomy is a hierarchical classification for different learning levels. The best way to visualize this hierarchical classification is to use a pyramid like the food pyramid that is a standard representation of the number of servings for each basic food group you need in a day. In Bloom’s Taxonomy, there are six dynamic learning levels to its pyramid that define the type of course objectives you need to reach training goals. These dynamic learning levels include the following:

  1. Creating – Create new ideas or original work.
    Examples of creating objectives include but are not limited to explain, design, categorize, summarize, and plan.
  2. Evaluating – Examine information and justify a stance or decision.
    Examples of evaluating objectives include but are not limited to argue, defend, predict, interpret, and justify.
  3. Analyzing – Take apart the known information and draw connections among ideas and relationships.
    Examples of analyzing objectives include but are not limited to organize, compare, contrast, examine, question, experiment, illustrate, and test.
  4. Applying – Use the information in a similar or new situation.
    Examples of applying objectives include but are not limited to change, prepare, operate, produce, interpret, and solve.
  5. Understanding – Comprehend ideas or concepts of instructional materials.
    Examples of understanding objectives include but are not limited to describe, classify, identify, review, and locate.
  6. Remembering – Recall basic concepts and specific facts.
    Examples of remembering objectives include but are not limited to label, list, memorize, recognize, state, and select.

Based on the pyramid, the higher the learning level, the more thought and action is required. When creating these course objectives, an instructional designer has to make sure that they are measurable. A successful objective is one where the learner can perform the action described in the course objectives.

Even though Bloom’s Taxonomy may seem simple, it takes a well-seasoned instructional designer to use this in the most efficient way. But with some practice, anyone can understand and implement Bloom’s Taxonomy in everyday tasks.