Establishing Powerful

Learning Outcomes

  
  
 




The digital tools and processes often utilized in an online teaching environment provide students
with rich opportunities to develop the digital skills that will be useful to them now and in their
future careers. In addition, many digital tools support student development of other career-ready
skills, including collaboration, communication, critical thinking, and creativity (Cummins,
Adams Becker, & Alexander, 2016). Integrating digital skills into learning outcomes ensures
students will have the opportunity to develop these skills.
You can use the charts below to (a) identify the digital tools aligned with different levels of
Bloom’s Taxonomy and (b) review examples of learning outcomes with integrated digital
literacy skills.

Source. Sneed, O. (2016, May 9). Integrating technology with Bloom's Taxonomy. Retrieved from
https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
Reproduced with permission.

Copyright © 2018 Association of College and University Educators (ACUE). All rights reserved. 1
No part of this document may be disclosed to a third party without the prior written consent of ACUE.


Example Learning Outcomes with Integrated Digital Literacy Skills for Each Level of
Bloom’s Taxonomy
Cognitive level Example learning
outcome
Students will find and
bookmark five different
online sources for
Remembering research on natural
disasters.
Students will find, tag, and
categorize 20 blog posts
arguing for different sides
Understanding of the Alaskan pipeline
debate.
Students will upload
pictures from their
community assignment to
Applying the group wiki and include
explanatory captions that
apply course concepts to a
description of the picture.
Students will create an
interactive timeline of U.S.
immigration policy in the
20th century with links to
Analyzing data sources that provide
an analysis of public
sentiment and cultural
context at each relevant
point in the timeline.
Students will write a blog
post that addresses the
five formal elements of
Evaluating film review applied to one
of the films nominated for
the current year’s Golden
Globe Awards.
Students will create a
multimedia presentation
on the causes and effects
Creating
of food deserts in a local
urban or rural
environment.
Copyright © 2018 Association of College and University Educators (ACUE). All rights reserved.
No part of this document may be disclosed to a third party without the prior written consent of ACUE.

Establishing Powerful

Learning Outcomes
Example digital literacy skills
Bookmarking or favoriting: Students mark websites, resources, and
files for later use. Students can also organize these resources for use
by a small group.
Searching or googling: At its simplest form, students enter a key
word or phrase into a search engine. This skill does not refine the
search beyond the key word or term.
Advanced and Boolean searching: Students modify and refine
searches to suit their search needs. This skill requires a greater depth
of understanding.
Categorizing and tagging: The digital classification or organizing of
files, websites, and materials using folders and other simple tools that
go beyond simple bookmarking. Students need to be able to
understand the content of the pages to be able to tag it.
Commenting and annotating: Students use a variety of tools to
comment on and annotate web pages, pdf files, and other documents.
This tool can be used to apply course concepts.
Uploading and sharing: Students upload materials to websites and
share materials via sites like Flickr.
Editing, commenting, and posting: Learners comment on, edit, and
post their thoughts on readings or resources. This requires learners to
process and use their understanding of content.
Linking: Students establish and build links within and outside of
documents and web pages.
Validating: Students validate the accuracy and reliability of their
information sources. To do this, they must be able to analyze the data
sources and make judgments based on these.
Blogging/vlogging: Students reflect and write blogs or video blogs.
Posting: Students post comments to blogs, discussion boards, and
threaded discussions.
Moderating: The moderator evaluates a post or comment from a
variety of perspectives, assessing its worth, value, and
appropriateness. This is a high level of evaluating.
Filming, animating, videocasting, podcasting, mixing, and
remixing: Students capture, create, mix, and remix content to
produce unique products.
Publishing: Students publish content in web, print, media, or digital
formats.

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