Study Skills for Postgraduate Learning

STUDY SKILLS FOR

POSTGRADUATE LEARNING

ASSIGNMENT TITLE:

“LEARNING TO LEARN

AT POSTGRADUATE LEVEL”

TASK 1. Research Strategy of “Learning to learn”

Since the 1950’s, researchers in cognitive theory and education have used Bloom’s (1956) taxonomies of learning. In a number of landmark papers, Bloom and colleagues identified three learning domains:

• the cognitive domain

• the affective domain

• the psychomotor domain

The cognitive domain involves thinking of allsorts; it is discussed in some detail below. The affective domain includes feelings, emotions, attitudes, values, and motivations. Levels within the affective domain range from initial awareness to a commitment to values that guide behaviour and decisions. The psychomotor domain of learning includes physical movement, coordination, motor-, and sensory-skills. The psychomotor domain is not considered further in this document.

The other two domains, however, are involved in just about everything that follows. (Read on!). Although widely used by instructors for course design and student assessment, Bloom’s taxonomy does not include some of the new kinds of learning deemed important today (e.g., learning how to learn, communication and leadership skills, adaptability). Knowledge must be organized and patterns recognized (analysis) before it can be used to create new ideas(synthesis). Finally, to discriminate among competing models or evidence, the learner needs to be able to assess(evaluation) the relative merits and validity of information or ideas. Clearly, to attain the level of understanding that makes “evaluation” possible requires significant time and effort by the learner. Such a sophisticated level of understanding is not easily attained by simply reading a book or hearing a lecture. It requires active thought and reflection. Think about something in your own life in which you have attained a high level of understanding. Perhaps it is a hobby, a sport, or a skill. Try to write down...