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creation date: 2026-07-24T10:53:42+02:00
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Using Different Learning Taxonomies
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wiki namespace: 7800
wiki page content language: en
display title: Using Different Learning Taxonomies
has duration: 2
important for: Research Ethics Expert
important for: Senior Researcher
important for: Educator / Lecturer
important for: Researcher
important for: Research Integrity Officer / Committee Member / Committee Member
instruction goal: This module provides guidance on how to use the '''Bloom''', '''SOLO''' and '''Significant Learning (Fink's)''' taxonomies for the creation of effective and impactful learning objectives.
main category: Category:Instruction
title: Using Different Learning Taxonomies
wiki page creation date: 2024-12-05T11:34:46Z
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has remarks: This project has received funding from the European Union's Horizon Europe research and innovation programme under GA No 101094714 (University of Oslo). UK participants in BEYOND are supported by UKRI grant number 10062742 (Trilateral Research) and by UKRI grant number 10067440 (Heriot-Watt University). Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union, Research Executive Agency, or UKRI. Neither the European Union nor the granting authority nor UKRI can be held responsible for them.)
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master page: Using Different Learning Taxonomies
wiki namespace: 7800
has remarks: This project has received funding from the European Union's Horizon Europe research and innovation programme under GA No 101094714 (University of Oslo). UK participants in BEYOND are supported by UKRI grant number 10062742 (Trilateral Research) and by UKRI grant number 10067440 (Heriot-Watt University). Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union, Research Executive Agency, or UKRI. Neither the European Union nor the granting authority nor UKRI can be held responsible for them.)
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type: Subject
master page: Using Different Learning Taxonomies
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important because: Learning is what the learner does, but it can be facilitated through what trainers do and through appropriate teaching activities.'"`UNIQ--ref-00000035-QINU`"' The Taxonomy of Significant Learning (sometimes also referred as the [https://www.buffalo.edu/catt/teach/develop/design/learning-outcomes/finks.html Fink’s taxonomy]) is not hierarchical in the same way as the other two, however, it builds on Blooms’ taxonomy by including a long-forgotten affective component into the discussion (namely caring).'"`UNIQ--ref-00000036-QINU`"' It encourages to include into the learning outcomes the objectives foundational knowledge, application, integration, a human dimension, caring, and learning to acquire competencies, thus providing a holistic approach to learning.'"`UNIQ--ref-00000037-QINU`"' However, since the existing material aligns with Bloom's and SOLO frameworks, this module will primarily describe these two to ensure coherence and consistency in training delivery. Nevertheless, we encourage trainers to also consider the more effective type of learning objectives proposed in the Taxonomy of Significant Learning. '"`UNIQ--references-00000038-QINU`"'
is about: Defining learning objectives serves as a cornerstone for creating successful and impactful learning environments. Learning objectives, i.e. what the learners should learn by taking part in the training, guides the choice of the learning process, the content, activities and assessment. This should guide the choice of content, activities and assessment. Using taxonomies for defining learning objectives can help trainers ensure that the teaching is geared towards supporting learning in an adequate way. For instance, if the expectation is that learners can employ research ethics procedures in practice, it may not be sufficient to have learning goals that emphasise memorising or familiarising, but optimally there would be learning goals for application of knowledge as well. Taxonomies are helpful for setting and calibrating training at the proper level. Learning objectives can be defined by using different taxonomies. [https://poorvucenter.yale.edu/BloomsTaxonomy Bloom's taxonomy] categorises educational goals into a hierarchical model, from simple recall of facts to complex evaluation and creation tasks. The [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO] (Structure of Observed Learning Outcomes) taxonomy, on the other hand, describes levels of increasing complexity in a learner's understanding of subjects, ranging from unistructural to extended abstract levels.
wiki page sort key: Using Different Learning Taxonomies# d3cc7bbb2b24dd7717a16de8fd6d017f

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type: Subject
type: Category:Instruction Step Trainee
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: Bloom's Taxonomy is a well-known educational framework that offers a methodical way to classify learning objectives according to cognitive difficulty. (e.g., Adams, 2015).'"`UNIQ--ref-0000003A-QINU`"' It is a hierarchical framework that uses cognitive complexity to classify learning objectives. Benjamin Bloom created it in the 1950s, and it is now a vital instrument in educational theory and practice. The taxonomy is divided into six stages: remembering, understanding, applying, analysing, evaluating, and creating. The levels are arranged from lower to higher order cognitive skills. Fundamentally, remembering entails recollecting words, information, and fundamental ideas. Understanding is more than just remembering concepts,it also involves understanding meanings. Applying necessitates applying knowledge to novel contexts or problem-solving. Analysing means dissecting data into its constituent elements and identifying connections between them. Making decisions based on standards and criteria is the process of evaluating. Creating, in the end, involves coming up with original concepts and/or interpretations. The goal of applying Bloom's Taxonomy to training aims and results is to enhance comprehension by considering the knowledge, skills, and competencies that the specific training programmes were created to impart. The Remembering, Understanding, Applying, Analysing, Evaluating, and Creating domains of Bloom's Taxonomy each reflect a different cognitive process and the depth and complexity of learning. All taxonomic levels are relevant irrespective of the study or career level. However, the taxonomic levels may mean different things for different individuals. For example, application of knowledge may mean engaging with research designs, but senior researchers often use more complex designs than students…
instruction step title: Use the Bloom’s taxonomy
wiki page sort key: 1

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_d068b807113d9f7f4584b1e2f346a227
type: Subject
type: Category:Instruction Step Trainee
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: Besides using Bloom’s Taxonomy to define learning objectives, the [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO Taxonomy] can be used .'"`UNIQ--ref-0000003E-QINU`"''"`UNIQ--ref-0000003F-QINU`"' The Structure of the Observed Learning Outcome, or SOLO, is a way to set the learning outcomes according to how complicated they are.'"`UNIQ--ref-00000040-QINU`"''"`UNIQ--ref-00000041-QINU`"' This allows us to evaluate students' work based on its quality following the idea of increasing understanding of complexities: Initially, we learn one or a few aspects of the task (unistructural), then multiple aspects that are unrelated to each other (multistructural), then we learn how to integrate them into a whole (relational), and lastly, we can generalise that whole to still-untaught applications (extended abstract). It evaluates the quality of students' work and understanding: *'''Pre-structural''': identify basic ethical concepts without fully understanding them. *'''Unistructural''': recognize and label simple ethical procedures. *'''Multistructural''': enumerate and describe ethical principles but struggle to connect them. *'''Relational''': analyze and apply ethical concepts, understanding interrelations. *'''Extended abstract''': generalize and theorize ethical principles to solve novel dilemmas. The SOLO taxonomy has been used to evaluate effectiveness of trainings as well as the development of ethical sensitivity and has been proven to be effective in the context of research ethics and integrity training.'"`UNIQ--ref-00000042-QINU`"''"`UNIQ--ref-00000043-QINU`"''"`UNIQ--ref-00000044-QINU`"''"`UNIQ--ref-00000045-QINU`"' The verbs emphasised in the descriptions below can be used as indicators of the appropriate levels in learning objectives. ''Pre-structural level (0)'' At the pre-structural level the learner fails to identify or approach topics in a meaningf…
instruction step title: Use the SOLO taxonomy
wiki page sort key: 2

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_8b4a9fa5e865be3f640b5a5a2879b9fa
type: Subject
type: Category:Instruction Step Trainee
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-0000004B-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. *'''Foundational knowledge''': understand and recall ethical information. *'''Application''': demonstrate skills in ethical analysis and problem-solving. *'''Integration''': connect ethical theories and compare different approaches. *H'''uman dimension''': recognize the impact of ethical decisions on oneself and others. * C'''aring''': develop empathy and values related to ethics. * L'''earning to learn:''' reflect on the learning process and self-assess ethical understanding. '"`UNIQ--references-0000004C-QINU`"'
instruction step title: Use The Taxonomy of Significant Learning
wiki page sort key: 3

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type: Subject
type: Category:Instruction Step Trainee
master page: Using Different Learning Taxonomies
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instruction step text: To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1). {| class="wikitable" |+ Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies !Level of training material !Learning outcomes !Bloom !SOLO !Fink |- | rowspan="3"|Foundational level |Raise awareness of ethical issues during the research process;|remember, understand |unistructural, multistructural, relational |foundational knowledge |- |Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse |relational, extended abstract |application, integration |- |Learn together as a team, collaborate with peers. |evaluate |relational |human dimension, learning to learn, caring |- | rowspan="3"|Advanced level |Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply |unistructural, multistructural, relational |foundational knowledge, application, integration, learning to learn |- |Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-0000004D-QINU`"' |analyse, evaluate |unistructural, multistructural, relational |application, integration |- |Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-0000004E-QINU`"' |apply, analyse, evaluate, create |unistructural, multistructural, relational, extended abstract |foundational knowledge, application, integration, human dimension, caring, learning to learn |- | rowspan="5"|Leadership level |Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply |unistructural, multistructural, relational |foundational knowledge, application, integration, learning to learn |- |Identify which ethical principles might be at stake…
instruction step title: Apply and Compare the Taxonomies
wiki page sort key: 4

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_d7202da8472137ec144f122b8cf0ae55
type: Subject
master page: Using Different Learning Taxonomies
wiki namespace: 7800
important because: Learning is what the learner does, but it can be facilitated through what trainers do and through appropriate teaching activities.'"`UNIQ--ref-00000058-QINU`"' The Taxonomy of Significant Learning (sometimes also referred as the [https://www.buffalo.edu/catt/teach/develop/design/learning-outcomes/finks.html Fink’s taxonomy]) is not hierarchical in the same way as the other two, however, it builds on Blooms’ taxonomy by including a long-forgotten affective component into the discussion (namely caring).'"`UNIQ--ref-00000059-QINU`"' It encourages to include into the learning outcomes the objectives foundational knowledge, application, integration, a human dimension, caring, and learning to acquire competencies, thus providing a holistic approach to learning.'"`UNIQ--ref-0000005A-QINU`"' However, since the existing material aligns with Bloom's and SOLO frameworks, this module will primarily describe these two to ensure coherence and consistency in training delivery. Nevertheless, we encourage trainers to also consider the more effective type of learning objectives proposed in the Taxonomy of Significant Learning. '"`UNIQ--references-0000005B-QINU`"'
is about: Defining learning objectives serves as a cornerstone for creating successful and impactful learning environments. Learning objectives, i.e. what the learners should learn by taking part in the training, guides the choice of the learning process, the content, activities and assessment. Learning objectives can be defined by using different taxonomies. [https://poorvucenter.yale.edu/BloomsTaxonomy Bloom's taxonomy] categorises educational goals into a hierarchical model, from simple recall of facts to complex evaluation and creation tasks. The [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO] (Structure of Observed Learning Outcomes) taxonomy, on the other hand, describes levels of increasing complexity in a learner's understanding of subjects, ranging from unistructural to extended abstract levels.
wiki page sort key: Using Different Learning Taxonomies# d7202da8472137ec144f122b8cf0ae55

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_81b4849d134f6d5b7f68abc92a5f62c6
type: Subject
type: Category:Instruction Step Trainer
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: Bloom's Taxonomy is a well-known educational framework that offers a methodical way to classify learning objectives according to cognitive difficulty. (e.g., Adams, 2015).'"`UNIQ--ref-0000005D-QINU`"' It is a hierarchical framework that uses cognitive complexity to classify learning objectives. Benjamin Bloom created it in the 1950s, and it is now a vital instrument in educational theory and practice. The taxonomy is divided into six stages: remembering, understanding, applying, analysing, evaluating, and creating. The levels are arranged from lower to higher order cognitive skills. Fundamentally, remembering entails recollecting words, information, and fundamental ideas. Understanding is more than just remembering concepts, it also involves understanding meanings. Applying necessitates applying knowledge to novel contexts or problem-solving. Analysing means dissecting data into its constituent elements and identifying connections between them. Making decisions based on standards and criteria is the process of evaluating. Creating, in the end, involves coming up with original concepts and/or interpretations. The goal of applying Bloom's Taxonomy to training aims and results is to enhance comprehension by considering the knowledge, skills, and competencies that the specific training programmes were created to impart. The Remembering, Understanding, Applying, Analysing, Evaluating, and Creating domains of Bloom's Taxonomy each reflect a different cognitive process and the depth and complexity of learning. All taxonomic levels are relevant irrespective of the study or career level. However, the taxonomic levels may mean different things for different individuals. For example, application of knowledge may mean engaging with research designs, but senior researchers often use more complex designs than student…
instruction step title: Use the Bloom’s taxonomy
wiki page sort key: 1

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_9bedc8e10e0e219073041a2076232756
type: Subject
type: Category:Instruction Step Trainer
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: Besides using Bloom’s Taxonomy to define learning objectives, the [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO Taxonomy] can be used .'"`UNIQ--ref-00000061-QINU`"''"`UNIQ--ref-00000062-QINU`"' The Structure of the Observed Learning Outcome, or SOLO, is a way to set the learning outcomes according to how complicated they are.'"`UNIQ--ref-00000063-QINU`"''"`UNIQ--ref-00000064-QINU`"' In this way, the students' work can be assessed according to its quality and not according to how many parts they have understood correctly: initially, we learn one or a few aspects of the task (unistructural), then multiple aspects that are unrelated to each other (multistructural), then we learn how to integrate them into a whole (relational), and lastly, we can generalise that whole to still-untaught applications (extended abstract). The SOLO taxonomy has been used to evaluate effectiveness of trainings as well as the development of ethical sensitivity and has been proven to be effective in the context of research ethics and integrity training.'"`UNIQ--ref-00000065-QINU`"''"`UNIQ--ref-00000066-QINU`"''"`UNIQ--ref-00000067-QINU`"''"`UNIQ--ref-00000068-QINU`"' The verbs emphasised in the descriptions below can be used as indicators of the appropriate levels in learning objectives. ''Pre-structural level (0)'' At the pre-structural level the learner fails to identify or approach topics in a meaningful way, but simply repeats the words in the question without understanding them. ''Unistructural level (1)'' At the unistructural level, the learner has sufficient knowledge to identify, recognise, count, find, label, match, name, and perform follow simple procedures. The learner identifies one relevant aspect displaying some familiarity with relevant concepts, but failing to outline multiple dimensions of it but failing to outline multiple dimensions of it. In the context of …
instruction step title: Use the SOLO taxonomy
wiki page sort key: 2

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_9407942dbf48c1cfd92900f5df1ba3cf
type: Subject
type: Category:Instruction Step Trainer
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-0000006E-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. The fact that this taxonomy emphasises care and empathy makes it very suitable for training on ethics and integrity. The following is a short overview of the various dimensions: ''Foundational knowledge'' This dimension focuses on content knowledge and includes recalling and understanding of information and ideas. ''Application'' Here the learner demonstrates skills – they can be related to the use of knowledge or include skills necessary to interact in the subject, e.g. critical and creative thinking, decision-making, solving problems etc. For example, using the steps of ethical analysis to solve a situation involving an integrity-related challenge. ''Integration'' In this dimension the learner perceives connections between various ideas, disciplines, and experiences. It includes relating various ideas to each other, comparing, contrasting ideas and examples, and so on. For example, in solving an ethical issue, different ethical theoretical viewpoints may lead to diverse actions and solutions. Recognising how for example a virtue ethical approach may lead to a different solution than reasoning based on utilitarianism may be an expression of integration. ''Human dimension'' Learners learn with others, and they gain new understanding of themselves as well as others and alsoin the learning process. They recognise how people influence each other. Understanding how to respectfully work together for the greater good is an example of how the human dimension materialises positively in practice. ''Caring'' The caring dimension includes an affective stance and involves change in a l…
instruction step title: Use The Taxonomy of Significant Learning
wiki page sort key: 3

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81-23_d53e8e55e66e265aa7d713aa9143a5a3
type: Subject
type: Category:Instruction Step Trainer
master page: Using Different Learning Taxonomies
wiki namespace: 7800
instruction step text: To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1). {| class="wikitable" |+ Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies !Level of training material !Learning outcomes !Bloom !SOLO !Fink |- | rowspan="3"|Foundational level |Raise awareness of ethical issues during the research process;|remember, understand |unistructural, multistructural, relational |foundational knowledge |- |Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse |relational, extended abstract |application, integration |- |Learn together as a team, collaborate with peers. |evaluate |relational |human dimension, learning to learn, caring |- | rowspan="3"|Advanced level |Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply |unistructural, multistructural, relational |foundational knowledge, application, integration, learning to learn |- |Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-00000071-QINU`"' |analyse, evaluate |unistructural, multistructural, relational |application, integration |- |Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-00000072-QINU`"' |apply, analyse, evaluate, create |unistructural, multistructural, relational, extended abstract |foundational knowledge, application, integration, human dimension, caring, learning to learn |- | rowspan="5"|Leadership level |Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply |unistructural, multistructural, relational |foundational knowledge, application, integration, learning to learn |- |Identify which ethical principles might be at stake…
instruction step title: Apply and Compare the Taxonomies
wiki page sort key: 4

Exploring Specific Research Ethics and Integrity Topics
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wiki page content language: en
wiki page sort key: Exploring Specific Research Ethics and Integrity Topics

Exploring Training Materials on Open Science
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Introduction to the BEYOND Trainer Guide
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Learning about Research Ethics and Integrity Games
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Learning about Supervision and Mentorship
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Research Ethics and Integrity Games
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Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience
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Teaching methods for strengthening research ethics and integrity
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Training Initiatives for Research Ethics and Integrity
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Using Learning Cards to teach Research Ethics and Integrity
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Related Instructions
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