Generative AI for Teaching & Learning

Bloom’s Taxonomy has served as an important tool for instructional design since its creation in 1956 by Benjamin Bloom and his colleagues. Educators continue to use a revised version of the framework (Anderson & Krathwohl, 2001) to generate learning outcomes that encourage higher-order thinking by building on lower-level student cognitive skills. The focus is not only on acquiring subject matter but also the desired depth of understanding. By aligning assessments with these levels of understanding, instructors support deep learning. The emergence of generative AI has prompted yet another revision of Bloom’s Taxonomy; one that incorporates AI capabilities but maintains human input and decision-making. The following image serves as a guide for an assessment redesign that embraces this new technology but continues to foster meaningful learning experiences. 

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom’s taxonomy of educational objectives. Longman.

Campbell, A. (2023, February 6). AI terms + education: A glossary of what you need to know. Turnitin. https://www.turnitin.com/blog/ai-terms-education-a-glossary-of-what-you-need-to-know

Oregon State University. (n.d.). Artificial intelligence tools. Faculty Support. Retrieved June 4, 2024 from https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/meaningful-learning/