We have developed a take-apart exercise for beginning engineering students where the design process is used as a format to structure and interpret the take-apart activity. The approach has been tested many times with favorable responses from students, but we still wonder whether design skills are being developed. We explored the taxonomy of educational objectives, originally published by Bloom in 1956 and revised in 2001, as a means of identifying the knowledge and cognitive dimensions of our exercises, and further to express design skills in terms of learning objectives. This work in progress describes how we as typical design educators, applied the taxonomy of educational objectives to one phase of the take-apart exercises.
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