Reaching “Creating” in Bloom's Taxonomy: The Merging of Heutagogy and Technology in Online Learning

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Author(s): Colleen Halupa (A. T. Still University, USA & LeTourneau University, USA)
Copyright: 2017
Pages: 21
Source title: Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
Source Author(s)/Editor(s): Chunfang Zhou (Aalborg University, Denmark)
DOI: 10.4018/978-1-5225-0643-0.ch019

Keywords: Education / Higher Education / Information Science Reference

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Abstract

Creativity of thought and critical thinking are two concepts that faculty struggle with teaching in higher education, particularly in the distance learning environment. Bloom's taxonomy has been used to define taxonomic levels in learning since the 1950's; “create” is one of its highest taxonomic levels. It can be difficult to create relevant, authentic assessments that require students to display both synthesis of meaning, as well creative synthesis of concepts learned to reach this “create” level in an effective manner. Transformative learning and especially heutagogy or “self-determined learning” can be used as theoretical curriculum models or frameworks to help students learn and solve problems. These two theories are particularly effective when leveraged with technology. Today's instructional technologies allow students to more readily create and explore new concepts on their own to generate a more fulfilling education process with meaningful relevant practice and assessment.

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Reaching “Creating” in Bloom's Taxonomy: The Merging of Heutagogy and Technology in Online Learning

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