From Bloom’s Taxonomy to competency-based training with LMS platforms

According to the Instructional Systems Design model ADDIE, the Analysis and definition of objectives phase is essential: after having described Bloom’s Taxonomy, in this article we will talk about competency-based training and how using LMS platforms allows to evaluate the effectiveness of training. 

BLOOM’S TAXONOMY FROM ANALYSIS TO EVALUATION

The original Bloom’s Taxonomy and its revision by Anderson and Krathwohl were an useful framework to set learning objectives for a training program. On one side, it is undeniable the importance of this initial phase of the instructional design process; on the other side, it is essential to underline that having a clear vision of the desired destination can be useful to evaluate the effectiveness of training too.

Reaching the set objectives for the training program, in fact, is one of the evaluation levels in Kirkpatrick’s model, even if it is not the only one needed.

However, if training is not a simple “knowledge transfer” from teacher to learner anymore, it is essential for tools to adjust to the new objectives matrix. 

FROM BLOOM’S TAXONOMY TO COMPETENCY-BASED TRAINING

The main changes introduced in the Taxonomy revision regarded the target enlargement and the more theoretical-practical approach. Particularly suitable for adult learners, according to the principles of Andragogy, this aspect of Bloom’s Taxonomy corresponds to competency-based training, a learning theory fostered by the European Union. 

Competency-based training is based on a more “practical” idea of training, whose objective is to acquire a “a combination of knowledge, skills and attitudes appropriate to the context”. 

This mix of knowledge, know-how-to-be and know-how, requires learning environments to promote a learner-centered training approach, where students are active participants in a strongly experiential learning process, under the supervision of teachers-facilitators. 

COMPETENCY-BASED TRAINING AND LMS PLATFORMS

Talking about learning environments, it is very easy to think about LMS platforms, the key-tools for blended training that allow to build and manage learner-centered learning programs.

The learning objectives set according to Bloom’s Taxonomy and the competency-based training framework, in fact, can be declined into different learning content types – synchronous in group or asynchronous in self-paced mode – choosing the most suitable one for the specific target, level, context, and so on. 

In addition, at the same time LMS platforms and SCORM content in particular allow to engage learners in actual simulations, where to put into practice all the abilities to develop in realistic contexts, without the interference of external elements. This is of course a useful step to train and improve the competence before taking the real world challenge, with the additional advantage of being able to have an objective evaluation of results, thanks to SCORM remote tracking feature.

It is clear that, when training is becoming more and more practical, it becomes necessary to use all the available tools – of which Bloom’s Taxonomy, the competency-based training framework, LMS platforms and SCORMs are a small part – to the benefit of learners. 

Do you want to know how to design a competency-based blended training program using Quiddis Join LMS platform? Contact us to learn more!

REFERENCES

Recommendation of the European Parliament And of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC)

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