This presentation explores where philosophies of technology and education intersect, and critically analyses taxonomies of learning.

1. Aristotle, Descartes, and Bloom:
(Fr)Enemies? or BFFs?
On Philosophical Approaches and Taxonomies of Learning

2.  Neutrality vs. non-neutrality of technology
 Technological determinism…. Technology shapes teaching and learning
Philosophies of Technology: Technological Determinism
(Kanuaka, 2008)

3. Philosophies of Education + Role of Technology
(Kanuaka, 2008)

4. Mindful Technology Integration
 Avoiding the lure of the
 Considering the ends, not the means
 Ensuring congruency between philosophy and action
 Beliefs about technology consistent with beliefs about education
 Ensuring technology Integration aligns with learning outcomes
 Supports learning experiences that achieve learning outcomes
(Kanuaka, 2008)

5. SAMR model
Imagesource:Schrock,K.(2013,November9).Retrievedfromhttp://www.schrockguide.net/samr.html

6. SAMR model
Imagesource:TorontoDistrictSchoolBoard.(n.d.).Retrievedfromhttps://sites.google.com/a/tdsb.on.ca/getting-started-with-gafe/home/samr

7. What is a taxonomy?
 A knowledge representation system organizing its component phenomena
(taxa) into categories (domains) that express and explain both affinity and
differentiation (i.e. change relationships) (Taxonomy (general), 2017)
When does a wolf become a
husky, and vice versa?
How are wolves and huskies
related? How are they alike?
What differentiates them?

8. Classification Systems
 Relationships are typically expressed as either linear hierarchies
(conditional) or rhizomes (predication): (Taxonomy (general), 2017)
 Hierarchical (parent-child relationship): Linnaean, cladistics… Bloom’s, SOLO
 Rhizomal: folksonomy, soil taxonomy, navigational taxonomy, Colon
classification… Cone of Experience, media taxonomy
 In library science: (Library classification, 2017)
 Enumerative or hierarchical: Subjects divided alphabetically, or hierarchically
from general to specific, and ordinally listed (e.g. LCC, DDC)
 Faceted or analytico-synthetic: Subjects divided into mutually exclusive
orthogonal components (e.g. Colon, Bliss, Cutter, UDC).

9. Taxonomies of EDUCATION (not LEARNING!)
 In education, taxonomies express ways of matching types of learning
experiences with types of learning outcomes
 Change relationships commonly expressed as linear progressions between
levels of complexity
 Two general types:
 Descriptive taxonomies support the diagnostic function
 Prescriptive taxonomies support the remedial, corrective function
 Fundamental character of a prescriptive theory or taxonomy: the power
to explain and predict
(Lasnik, 2011)

10. Taxonomies and Instructional Design
 Design emerges out of the relationships amongst the taxa, and between these and the
domain in which they are encompassed
 Few prescriptive taxonomies for DE and online learning
 Different design for DE and online learning, stemming from different change in
relationships among the taxa influenced by technology and its unique affordances for
learning experiences + learning context(s)
 Different design for 21st
century digital environments and developing associated skills
(Lasnik, 2011)

11. Imagesource:Kumar,A.(2016,November29).Retrievedfromhttp://www.maxvibrant.com/bloom-s-taxonomy/bloom-s-taxonomy

12. Imageretrievedfromhttp://www.schrockguide.net/samr.html

13. Imageretrievedfromhttp://www.schrockguide.net/samr.html

14. Imagesource:Carrington,A.(2013,October25).Retrievedfromhttps://elearninginfographics.com/the-padagogy-wheel-infographic/

15. Where Bloom’s Taxonomy fails…
 Instrumentalist approach & inherent dichotomies/divisions:
 Purpose and structure of learning content & tasks vs. student’s learning experience
 Knowledge is static & receptive vs. dynamic
 Learning is receptive vs. active/emergent
 Metacognition is about knowledge vs. self-regulation
 Isolated concepts vs. connected/networked concepts
 Simple vs complex systems approach
 Excludes the role of discipline and context
 Teaching-centred, not learner-centred
 Learning is a cognitive process, isolated from important experiential aspects…
 Focus on cognitive domain, isolated from affective and psychomotor domains
 Surface vs. deep learning?
(Draper, 2106; Lasnik, 2011)

16. ACTIVEPASSIVE
Image source: Segers, R. (2013, March 9). Retrieved from http://4.bp.blogspot.com/-oQEq5RAsagE/UTsN2meGzTI/AAAAAAAABlc/_bculP0jNvI/s1600/Edgar+Dale+-+Cone+of+learning+3.png

17. ReadRead
HearHear
ViewView
WatchWatch
AttendAttend
ObserveObserve
ParticipateParticipate
DesignDesign
ModelModel
PerformPerform
CONEOFEXPERIENCERE-VISUALIZED

18. Media Taxonomy
 Learner-centric
 Embeds metacognition
 Deeper learning
 Discipline-neutral
BUT…
 Media-dependant
 Context-dependant
 Superficial explanation of interaction
 Explains change relationships?
 Predictive?
Image source: School of Information Science at Illinois. (n.d.). https://chip.web.ischool.illinois.edu/people/pubs/taxonomy/
(Burce & Levin, 1997; Lasnik, 2011)

19. Taxonomy of Creativity Phenomenon
Research (heurisitc)
Image source: Piórkowska, K. (2016). Retrieved from https://search.proquest.com/openview/5e797d465621034e6c9f9ab3b1b7d9b0/1?pq-origsite=gscholar&cbl=2035817

20. Williamson’s Taxonomy of Interaction (heuristic)
 Learning and meaning-making from discovery
Imagesource:Williamson,B.(2015).Retrievedfromhttp://http://ejolts.net/files/Williamson8(2)_0.pdf

21. Laurillard’s Conversation Framework
 Learner-centric
 Independence & inter-
dependence
 Embeds metacognition
 Deeper learning
 Discipline-neutral
 Context-neutral
 Media-flexible
 Explains change relationships
 Predictive
Image source: EduTech Wiki, 2014, July 24). Retrieved from http://edutechwiki.unige.ch/en/Laurillard_conversational_framework
(Laurillard, 1999)

22. An aha! moment….
 Laurillard’s Conversation Framework appears to integrate aspects of
consistent with Bloom’s Affective Domain
 Repositioning the role of reflection, creativity, thinking, communication (writing,
composition, art)… including in assessment
WANTED: A taxonomy that…
 Is context-neutral (accounts for DE, f2f, and local network contexts)
 Is media-flexible; (philosophy-flexible)
 Supports higher level, deep learning and metacognition
 Supports students in developing all the skills needed to eventually become
a whole, self-directed learner (within a digitally connected environment)
 Integrates independence and inter-dependence/ inter-relation
 Accounts for the unique affordances technology can offer learning

23. Responds to Phenomena
Receiving Phenomena
BLOOM’SAFFECTIVEDOMAIN

24. Mechanism
Guided Response
Set
Perception
BLOOM’SPSYCHOMOTORDOMAIN

25. Cartesian dualism:
Internal External… Private Public
 Descartes’s mind-body dualism
 Dichotomies: Internal vs. External spheres… Private vs. Public spheres
Technology moves from public to private/personal sphere
Public vs. private identifies, mediated by technology
Feminist critique: The telephone reinforced women’s isolation within the private sphere
 In education:
Behavioist focus… Assessment based on observation of external behaviours as proxies
that may (or may not!) reflect learning that has occurred internally
Is the increasing focus on self-direction and autonomy in learning
reflective of a philosophical shift?
(Bertucio, 2017; Bijker, Hughes, & Pinch, 1984; Himank, 2015; Integration and Application Network, 2013; Public and private spheres in the digital age, 2017; Rakow, 1992)

26. Aristotle’s Phronesis and Praxis
PRACTICAL
DOING
PRACTICAL
WISDOM
Image source: EcoCheck Blog. (2013, August 29). Retrieved from http://ian.umces.edu/blog/2013/08/29/its-all-greek-to-me-the-terms-praxis-and-phronesis-in-environmental-philosophy/

27. Takeaways from Aristotle:
 Independence + Inter-relatedness (interaction, networked learning)
 Integration of: Internal & external domains… Private & public domains
 Construction (learning by doing; learning through relationship)
 Reason (learning through reflection*) --- contrasts with Cartesian dualism
 Metacognition (includes self-assessment) --- contrasts with Cartesian dualism
 Practical expression (external application/demonstration)
 The concept of “essences”… relates to reason + knowledge of natural laws
*Heidegger also asserted the concept of private sphere for reflection and learning

28. Ancient Greece…. AND BEYOND!
 Aristotelian-type logic is discernible within many non-Western philosophies
and worldviews:
 Aboriginal Australian Peoples: forms; “part-of-one-in-the-other”
 First Nations, Inuit, Métis
 Yanomamo: reciprocity in ceremonial combat
 Dobe !Kung
 Eastern philosophies: Chi
 Sufism
 Judiaism
 Christinaity (?)
 Muslim
**Observations by Euro-Western male anthropologists
David H. Turner, Richard B. Lee and Napolean A. Chagnon

29. Bronfenbrenner’s
Ecological Systems
Theory
Imagesource:Wikipedia.(2017,September27).Retrievedfromhttps://en.wikipedia.org/wiki/Ecological_systems_theory

30. Navigational Taxonomy
 User-generated taxonomy
 Rhizomal / faceted
 Context-neutral
 Interaction (user-user, user(s)-
media)
 Adaptive learning
 Explains change relationships
But…
 Media-dependent
Image source: Heijmans, M. (2017, August 28). Retreived from https://yoast.com/wordpress-custom-taxonomies/

31. Connectivism
 Learning and knowledge rests in diversity of opinions.
 Learning is a process of connecting specialized nodes or information sources.
 Learning may reside in non-human appliances.
 Capacity to know more is more critical than what is currently known.
 Nurturing and maintaining connections is needed to facilitate continual
learning.
 Ability to see connections between fields, ideas, and concepts is a core skill.
 Currency (accurate, up-to-date knowledge) is the intent of all connectivist
learning activities.
 Decision-making is itself a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to alterations
in the information climate affecting the decision.
(Siemens, 2005)

32. A Synthesized Taxonomy?
 Bloom’s 3 domains
 Cartesian dualism: external +
internal
 Laurillard’s Conversation
Framework
 Aristotle’s Phronesis & Praxis
 Connectivism
 Inter-relatedness; Integration
 Context-neutral; Media-flexible
 Philosophy-flexible?
 Metacognition for self-
regulation
 Rhizomal; Faceted explanations
of change relationships

33. Questions…
 What has your experience been with integrating technology and
pedagogy?
 Have you experienced incongruency between your /philosophy/beliefs
about technology and your philosophy/beliefs about education?
 If so, how could you resolve this incongruency? (Or, how did you avoid
this incongruency in the first place?)
 Consider your own beliefs about technology and education. What
domains and taxa would you include in a taxonomy for DE that
aligns with your philosophical approaches? Why?
 What about blended learning? Would your taxonomy be different?
Why or why not?

34. References
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