Bloom beyond Bloom: Using the Revised Taxonomy to Develop Experiential Learning Strategies

Hugh M. Cannon, Andrew Hale Feinstein

Abstract


Why does or should experiential learning work? The authors suggest that it provides a highly cost-effective tool for acquiring dynamic knowledge, the knowledge that allows people to manipulate and interact with an object system, representing the key elements of situations they must deal with in actual work situations. The paper anchors this concept in the classic framework of Bloom’s Taxonomy of Educational Objectives (cognitive domain). It then updates the framework in light of Bloom’s recently revised framework, describing how this new taxonomy can be used to develop educational objectives for experiential learning.

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