What dimensions and approaches can be used to synthesize learning outcomes?

Step 1: to get the dimensions of learning outcomes in different learning theories, for example,

1. From Gagne’s theory, the dimensions might be width, depth, and sequence of learning outcome.
1. higher-order rules are wider rules
2. the intellectual skills reflect both the depth and the sequence: from discrimination, to concrete concepts, to defined concepts, to rules, to higher order rules
2. From Bloom’s theory, the dimensions focus more on the sequence and depth (the hierarchy), but also on width.
1. the hierarchy part: from knowledge (remembering), to comprehension, to application, to analysis, to synthesis, to evaluation.
2. analysis and synthesis might be wider than simple application
3. From Bruner’s m-mode theory, educational semiotics theory, and CIP theory, the dimension is the type of mode, depth of the mode, and sequence of building m-mode.
1. type of mode: for Bruner, the enactive-mode, the iconic-mode, and symbolic-mode; for educational semiotics theory, sign as an index, sign as an icon, sign as a symbol.
2. sequence of building: Bruner’s m-mode hierarchy
4. More dimensions in more theories, such as
1. the attitude (afffective) outcomes: type, depth, and sequence
2. the motor skills (pyschootor) outcomes: type, depth, and sequence
3. self-regulated learning, metacognition, conditional knowledge, cognitive strategies: type and depth
4. solving ill-structured problem: include higher order rule and go beyond higher order rule
5. Piaget’s type of knowledge: physical knowledge, logical-mathematical knowledge, and social knowledge.
6. From learn something to evaluate, to contribute to invent something new.
7. Receptive learning by Ausubel and discovery learning by Bruner: the sequence of learning
8. Whether be able to solve problems in meaningful, authentic, and complicated environment
9. Spiral curriculum, from sub-model to whole-model: about scope and sequence.

Step 2: Create the dimension-list, and for each dimension, to gather all related theory-part.
Step 3: For a given dimension, try to do some addition.
Step 4: Try to create a Dashboard for Learning Outcomes. In this dashboard, we can keep some traditional-widely-used taxonomies; meanwhile, we can try to create some newly synthesized by-dimension tool part.

• Like a car’s dashboard, different dimensions can be used to monitor the car’s performance, for a learning outcomes dashboard, different dimensions can be used to monitor how well a set of learning outcomes have been achieved.
• Or like a physical examination, different indexes can be used to evaluate one person’s health situation, a dashboard of learning outcome can be used to monitor a learner’s learning behavior, in terms of different dimensions.