When developing course plans I still use the taxonomy of Bloom (Bloom, 1956) to define learning objectives.

I wonder how we can link this model to active knowledge making. When learning to apply learned skills and to analyse and to synthesise knowledge, the affordance of technology to stimulate active knowledge making is great.

However, I wonder about how to link active knowledge making to retaining and comprehending basic knowledge, for example when learning a new skill.

Let’s say I want to create a class about baking cakes. When scaffolding a learning plan, I can already image student going out in the world to search about different cooking methods and sharing this with other students. To be creative and to be active partcipants in learning. 

However, I also would like the to retain basic knowledge about hygiene methods (among others), and make them understand why this is important.

I am not sure how I can link active knowledge to this. I don't think I want my students to look for and discuss different hygiene methods. I just want them to see, copy, retain, practice and apply a hygiene method I picked, using transmissive pedagogy.

I have the same thought when thinking about learning scales to play jazz, or learning basic programming to become a developer.

Is it fair to say traditional learning methods to retain basic knowledge in long-term memory are still quit useful for obtaining knowledge and comprehension of basic skills? I am very curious how you thing about that!

Bloom BS. Taxonomy of educational objectives: the classification of educational goals. New YorkNY: Longmans, Green; 1956.