Bloom’s Taxonomy of Learning
Bloom’s Taxonomy of Learning was created by Dr. Benjamin Bloom, an American educational psychologist. Bloom’s Taxonomy was designed to promote higher forms of learning. This web course will explore the original taxonomy. To learn more about Bloom’s Taxonomy, original or revised, (Clark, 1999) click here 
(University of Alaska Anchorage, 2012)
The Importance of Learning Objectives
Having your learning objectives match up to your students’ activities can help them meet the outcome for your class. It is important that students are provided with the most valuable and constructive type of interactive learning activity to succeed in their educational outcomes. For more on writing good learning objectives, (University of Toronto, n.d.) click here To learn more about applying Bloom’s Taxonomy to learning objectives, (ZaidLearn, 2009) click here
Applying Bloom’s Taxonomy to Learning Objectives
Benjamin Bloom created his learning taxonomy to promote higher levels of learning. Just think of how learning would be if all tests were based off of rote learning and simple memorization. What would the students actually be gaining cognitively? By applying the taxonomy to your objectives and learning activities you will be able to ensure that your students are learning what you intended them to learn and that they walk away from your classes with the information needed to succeed.
Check out this video about Bloom’s Taxonomy and cognitive domains (michelleholmes111, 2011) or click here 
Educational Interactive Learning Activities
Educational Interactive Learning Activities are practical, “hands-on” learning activities that imitate real-world processes and situations. While these interactive learning activities can be through role-playing and presentations, we will be focusing on online and virtual activities that can be used in the classroom. Integrating interactive activities in the classroom can help engage students in the lesson, improve critical thinking skills, and develop important team and group skills (Scholastic, 2015). To read more about interactive learning, click here and click here
Examples of Educational Interactive Learning Activities
The University of Central Florida (n.d.) has compiled a list of Interactive Techniques. To view the list, click here
Educational Gaming and Interactive Activities Case Studies and Resources
Learners should be able to solve problems with the information that they know, not just list facts and this can be accomplished through gaming (DMLResearchHub, 2011). To go to the Digital Media + Learning YouTube channel, click here
Educational gaming has the major benefits of engaging and transferring knowledge with interaction and adaptation. Learning the core knowledge structure of the knowledge domain is important but educational gaming also has the power to transform a student’s interests. The educational games which allow a student to perform a professional role allows for modeling and role-play to occur for the student. This role-play structure has been suggested through research by Miller, Chang, Wang, Beier and Klisch (2011) to be an effective learning tool as well as a career motivator. This career motivating potential can be emphasized in the middle school years where motivation can be difficult to cultivate. To read the full text, click here
Online games have a place in everyday life for many Americans; therefore it can be argued that they have a place in everyday education. Muntean (2011) describes disciplines which already use online gaming in its educational structure such as: education, science, engineering, health care, politics and emergency management. To read more, click here
Middle school students showed a considerable improvement after using Nobel Publishing games during a class period (Balasubramanian & Wilson, 2005). To read the case study, click here
Introduction to Using Games in Education: A Guide for Teachers and Parents
Next Steps
Continue to Phase II – Interpreting Data
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