Category Archives: Learning

Individual Coursework – Structure and Users

I have chosen to do my individual coursework on the Solar System. This is for a number of reasons, Astronomy and Physics has always been a passion of mine and I can talk about it for hours, which makes it a very good topic for me to teach.

The website will be primarily aimed at KS3 children but also at people who are interested in Astronomy but don’t necessarily have any background in the field. For this reason I will avoid using confusing language and try to keep the information clear and concise. The website should provide enough information to give the reader whatever degree of knowledge they wish to gain. If they are a child studying KS3 science and wish to use it as a support to their learning, there will be resources available to do this. Resources will also be available to those children who wish to go above and beyond KS3, as well as people with a limited background in Astronomy who wish to advance their learning.

I will be using a mixture between text and images to help with the understanding of the learning and will be splitting the information up into different categories so the user can navigate to anywhere in the site with relative ease. I will arrange the website with planets first, followed by dwarf planets and then the references/about me parts. The planets will be in order, starting with Mercury and ending with Neptune.

I have chosen to use a classic tutorial approach to the structure of my learning, with the following layout:

  • Intro
  • Basic Skills/Concepts
  • Intermediate Skills/Concepts
  • Advanced Skills/Concepts
  • Summary
  • Test

This structure has proven to be extremely effective and is the most common learning methodology. There are many advantages to using it, which are:

  • Users don’t get lost
  • It’s a familiar layout for users
  • Flexible
  • Fits in with instructional design (maximising effectiveness)

There is a relatively new concept to distinguish the difference between users of technology and specifically the Internet, known as Digital Natives vs Digital Immigrants. This is also sometimes known as Digital Residents vs Digital Visitors.

A Digital Native is someone who has grown up with technology and as such speak the digital language of computers, video games and the Internet natively.

A Digital Immigrant is someone who was born before digital technology was widely available (or just appearing) and as such are in a constant struggle to readjust and learn new technology and terminology.


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A Model of Learning Objectives

Following on from my post on Bloom’s Taxonomy, I found this extremely helpful 3D representation of educational objectives created by Iowa State University.

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Blooms Taxonomy – Learning in Action

According to Benjamin Bloom, an American educational psychologist, there are three domains of educational activities:

  • Cognitive (Knowledge)
  • Affective (Attitude)
  • Psychomotor (Skills)
In his book Taxonomy of educational objectives: the classification of educational goals (1956), Bloom describes the cognitive domain as involving
“knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.”
There are six levels to the cognitive domain, shown here in The Blooms Wheel.
The six levels are as follows:
  • Knowledge – The ability to recall information
  • Comprehension – The ability to understand the meaning or interpretation of a problem
  • Application – The application of what was learned
  • Analysis – The ability to examine information by identifying motives or causes
  • Synthesis – The ability to bring all the information together in a new or different way. Finding an alternative solution
  • Evaluation – The ability to present defined opinions by making rational and logical judgements based on the information found
Knowledge – Select, label, list, identify, name, locate, define, recite, describe, state, memorise, recognise.
Comprehension – Match, explain, restate, defend, paraphrase, distinguish, rewrite, summarise, give examples, interrelate, interpret, illustrate, extend.
Application – Organise, sketch, generalise, apply, prepare, draw, produce, show, choose, paint.
Analysis – Compare, differentiate, analyse, subdivide, classify, infer, point out, survey, distinguish, select, categorise, prioritise.
Synthesis – Compose, construct, originate, produce, hypothesise, plan, develop, create, design, invent, combine, organise.
Evaluation – Judge, consider, relate, critique, weight, recommend, criticise, summarise, support, appraise, evaluate, compare.
The six levels can also be known as:
  • Remembering
  • Understanding
  • Applying
  • Analysing
  • Evaluating
  • Creating
Useful links: 
Taxonomy of educational objectives: the classification of educational goals – Benjamin Bloom (1956)
Blooms taxonomy of learning domains –


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