ABSTRACT
This chapter explores all of the dimensions of learning to provide various alternatives for engaging students more deeply in the process of learning. It also outlines a means for ordering thinking and learning for our students. Other means of organizing cognitive learning, often based on constructivist pedagogical philosophies, are useful for media and communication courses. Based on principles of cognitive psychology, instructional scaffolding seeks to support a learner through tools or processes or strategies. From a perspective embracing critical thinking as foundational in education, Richard Paul critiques Bloom's taxonomy on the basis that, in part, it confuses knowledge with recall. Bloom's taxonomy creates a basic grammar for instructors to write specific and consistent learning objectives. Another classification for learning that combines cognitive, active, and skill dimensions is the notion of connectivism, created by George Siemens. Connectivism is a model of collaborative learning positing that technological tools shape the thinking, that cognitive information processing can now be buoyed by technology.
