The Intersection of Remote Computer Science Internships and Bloom's Taxonomy in Learning Objectives

The Intersection of Remote Computer Science Internships and Bloom's Taxonomy in Learning Objectives

Introduction:

Remote computer science internships have become increasingly popular in recent years, offering students the opportunity to gain valuable experience in writing and testing code, debugging programs, and collaborating with team members to solve complex technical problems. These internships not only provide technical skills but also offer transferable skills such as problem-solving, communication, teamwork, and project management. One effective way to classify learning objectives and outcomes in these internships is by using Bloom's taxonomy.

Connecting Remote Internships and Bloom's Taxonomy:

When designing learning objectives and outcomes for remote computer science internships, instructional designers can utilize Bloom's taxonomy as a framework. Bloom's taxonomy is a classification system that categorizes different levels of cognitive learning. By incorporating Bloom's taxonomy into the internship curriculum, students can be guided towards reaching higher levels of cognitive skills.

One method that can be applied in the design process is the idea of "Backwards Design Benchmark." This approach involves co-designing desirable learning outcomes with students, ensuring that the objectives align with their needs and expectations. By involving students in the process, the internships can become more tailored to their specific learning goals and enhance their overall experience.

To implement the "Backwards Design Benchmark" method, instructional designers can use the roundtable discussion method. Through open and collaborative discussions, both the students and designers can exchange ideas, identify learning objectives, and ensure that the internship program aligns with the desired outcomes. This approach fosters a sense of ownership and engagement among the participants, leading to a more effective and impactful learning experience.

Incorporating Bloom's Taxonomy:

When designing learning objectives and outcomes, it is important to add a condition or criterion that specifies the context or standard of performance expected from the students. This condition helps to provide clarity and ensures that the objectives are measurable and attainable. By using Bloom's taxonomy, designers can choose a verb from the corresponding domain to specify the desired level of cognitive skills. The taxonomy encompasses verbs such as evaluate, create, analyze, apply, understand, and know, each representing a different level of cognitive complexity.

For example, if the objective is for students to demonstrate their understanding of a programming language, the verb "understand" from Bloom's taxonomy can be used. On the other hand, if the objective is for students to develop a new software application, the verb "create" would be more suitable. By aligning the learning objectives with Bloom's taxonomy, instructional designers can ensure that students are challenged appropriately and progress towards higher levels of cognitive skills throughout their internships.

Actionable Advice:

• 1. Foster Collaboration: Encourage collaboration among remote interns by utilizing various communication and collaboration tools. This promotes teamwork and enhances problem-solving skills as interns learn to work together on complex technical challenges.

• 2. Provide Feedback and Reflection Opportunities: Regular feedback and reflection sessions enable interns to assess their progress, identify areas for improvement, and reinforce the connection between their actions and desired learning outcomes. This practice also helps them develop self-awareness and self-regulation skills.

• 3. Encourage Independent Exploration: While collaboration is important, interns should also be given opportunities for independent exploration. This allows them to apply the knowledge gained during the internship to solve real-world problems and develop their creative and critical thinking abilities.

Conclusion:

Remote computer science internships offer students a unique opportunity to gain technical and transferable skills. By incorporating Bloom's taxonomy into the design of learning objectives and outcomes, instructional designers can ensure that these internships provide a holistic learning experience. Through the "Backwards Design Benchmark" approach and the use of appropriate verbs from Bloom's taxonomy, students can be guided towards higher levels of cognitive complexity. By fostering collaboration, providing feedback and reflection opportunities, and encouraging independent exploration, remote computer science internships can truly empower students in their journey towards becoming skilled professionals in the field.