Nov 2002 Vol. 6   No. 3

........   TECHNOLOGY & YOU  ........

Learner Analysis in Instructional Design: The Affective Domain

Associate Professor Yeap Lay LengInstructional Science Academic Group, National Institute of Education, Nanyang Technological University

Introduction

The process of systematically planning, developing, managing and evaluating the instructional process is instructional design (ID). Inherent in ID are certain fundamental elements, namely task analysis, performance objectives, learner analysis, media selection, instructional strategies, evaluation and re-examination (Figure 1). The sequential structure of the areas allows instructors to visualise the problems as manageable units.

Figure 1: Instructional design process

The key to instructional design is learner analysis. This element focuses on the diversity of

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learner characteristics. Together with task analysis and performance objectives, it determines the resources to be selected and the instructional strategies to be implemented.

How can learners’ affective characteristics be assessed?

Most educational systems measure students’ performances by their mastery of cognitive objectives instead of the affective goals. This is a neglected area because affective characteristics are ‘hidden’, not easily expressed, subjective, imprecise, developed slowly, personal, private and difficult to observe and measure (Figure 2).

Figure 2: Summary of learner characteristics

Assessing learners’ affective characteristics is an on-going process through constantly interacting with the learners prior to, during and after instruction. Because of their general nature, affective characteristics are best drawn informally through non-confrontational conversations, diaries, incidental encounters, one-to-one chit-chats, social gatherings and interacting with colleagues who know the learners. More formal approaches can include administrating a simple questionnaire, group therapy, discussion in support groups, counselling sessions and instructional activities using videos, games, and simulations to determine the learners’ levels of commitment to the affective objectives.

Are affective characteristics ‘taught’ or ‘caught’?

Affective characteristics can be learned capabilities that affect human performances. A two-prong strategy of ‘taught and caught’ is recommended. For affective characteristics to be ‘taught or caught’, ‘performance support systems’ must be first made easily accessible (Biggs & More, 1993). Affective characteristics can be best ‘taught’ in an instructional environment by integrating them into the formal and hidden curriculum. Krathwohl’s taxonomy of affective objectives (Ornstein & Lasley, 2000) is a model commonly used in education (Figure 3).

Figure 3: Taxonomy of affective objectivesAdapted from Krathwohl’s taxonomy of affective objectives

The taxonomy is a framework that classifies the affective objectives into specific levels of commitment to the desired affective changes in the learners’ value system (Woolfolk, 1998; Ornstein & Lasley, 2000). Instructors can describe the desired affective changes in the form of instructional objectives. The objectives will in turn describe the different kinds of behaviour the learners are expected to attain. From these objectives, lessons can be designed to include what are to be taught, when and how they are to be taught, approaches to adopt and the forms of assessment to implement in order to gauge the extent the desired affective behaviour has been attained.

Affective characteristics can be ‘caught’ from an informal environment like extracurricular activities, peer groups, field trips, outings, family members, social gatherings and the media. More structured activities can include sharing of success stories, conversational pieces, news highlights, meeting with actual role models, role playing, simulations, using videos, games, the media, case studies, current affairs, personal encounters, autobiographies, biographies and testimonies from invited speakers to depict the desirable choices of affective characteristics.

Bibliography

Biggs, J.B. & Moore, P.J. (1993). The Process of Learning. New York: Prentice Hall.

Ornstein, A.C. & Lasley, II, T.J. (2000). Strategies for Effective Teaching (3rd ed.). Boston: Mcgraw Hill.

Woolfolk, A. (1998). Educational Psychology. Boston: Allyn and Bacon.

 

    © 2011 CDTLink is published by the Centre for Development of Teaching and Learning. Reproduction in whole or in part of any material in this publication without the written permission of CDTL is expressly prohibited. The

The following is adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

The taxonomy was developed to organize levels of commitment. As such it could just as properly be discussed as a regulatory system issue in the model being presented here.

Affective Domain

Level Definition Example

ReceivingBeing aware of or attending to something in the environment

 

Person would listen to a lecture or presentation about a structural model related to human behavior.

Responding Showing some new behaviors as a result of experience

The individual would answer questions about the model or might rewrite lecture notes the next day.

ValuingShowing some definite involvement or commitment

The individual might begin to think how education may be modified to take advantage of some of the concepts presented in the model and perhaps generate a set of lessons using some of the concepts presented.

Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities

This is the level at which a person would begin to make long-range commitments to arranging his or her instruction

and assessment relative to the model.

Characterization by Value

Acting consistently with the new value

 

At this highest level, a person would be firmly committed to utilizing the model to develop, select, or arrange instruction and would become known for that action.

Return to:

The Affective System EdPsyc Interactive: Courses HomePage

Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior (Seels & Glasgow, 1990, p. 28)."

Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.

Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend

leisure time in, to acclaim.

Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

References:

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co.

Emotion is important in personal and social life (Izard, Kagan, & Zajonc, 1984), is very complex (Young, 1996), and has been an important topic of study throughout most of the history of psychology (Lazarus, 1993). Reiman and his associates (1997) demonstrated that particular parts of the brain are associated with different aspects of emotion. The term "emotional intelligence" has been coined to describe attributes and skills related to this concept (Koonce, 1996).

 Dictionary definitions of some important terms associated with the affective system demonstrate how difficult it is to clearly articulate what is meant by emotion:

Affect--a feeling or emotion as distinguished from cognition, thought, or action. Emotion--an intense feeling; a complex and usually strong subjective response, as

love or fear; a state of agitation or disturbance. Feeling--sensation perceived by the sense of touch; an indefinite state of mind; an

affective state of consciousness, such as that resulting from emotions, sentiments, or desires; an emotional state or disposition; nonintellectual or subjective human response.

Subjective--proceeding from or taking place within an individual's mind.

As is evident, many of the definitions refer to one of the other terms, resulting in a somewhat circular process of understanding the various aspects of emotions.

Similarly, definitions from psychology show how the concept of emotion requires reference to other faculties of mind as well as internal and overt behavior:

Emotion--the application of mental processes to the world of feelings, interpersonal relationships, and inanimate objects to which the person is attached

Emotions --complex, subjective experiences that have many components including physical, cognitive, organizing, and expressive, as well as highly personal, subjective meanings.

There are a number of classification systems of basic emotions compiled by a wide variety of researchers (e.g., Orony & Turner, 1990).  Krathwohl, Bloom, & Masia (1956) attempted to develop a taxonomy of the affective domain, similar to what Bloom and his colleagues (1956) developed for the cognitive domain, but it is really more a taxonomy of involvement and valuing than it is a taxonomy of emotions and emotional development. However, the study of values is an important topic for educators. Values, though an important component of moral character development, relate only to preferences or possible interests.  This is not the same as moral character, which is demonstrated in actual behavior.

Several other topics related to affective development include Erikson's (1950) theory of socioemotional development, Bandura's (1997) theory of self-efficacy, and important specific emotions such as optimism, enthusiasm, and empathy.

References:

Bandura, A. (1997). Self-efficacy: The exercise of self-control. New York: W. H. Freeman & Co.

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

Erikson, E. (1950). Childhood and society. New York: Norton. Izard, C. (1977). Human emotions. New York: Plenum. Izard, C., Kagan, J., & & Zajonc, R. (1984). Emotions, cognition, and behavior. New

York: Cambridge University Press. Koonce, R. (1996). Emotional IQ, a new secret of success? Training & Development,

50(2), 19. Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.

Handbook II: Affective domain. New York: David McKay. Lazarus, R S. (1993). From psychological stress to the emotions: A history of

changing outlooks. Annual Review of Psychology, 44, 1-21. Ortony, A., & Turner, T. J. (1990). What's basic about basic emotions? Psychological

Review, 97, 315-331. Plutchik, R. (1980). Emotion: A psychoevolutionary analysis. New York: Harper &

Row. Reiman, E., Lane, R., Ahern, G., Schwartz, G. and others. (1997). Neuroanatomical

correlates of externally and internally generated human emotion. American Journal of Psychiatry, 154(7), 918-925. Retrieved April 1999, from http://earth4.galib.uga.edu:4000/QUERY:fcl=1::sessionid=23676:19:entityChkscreen=20:bad=html/Errormsg.html&term-an:=03319017?&tdbname=PARE:entityNewArticle=1:next=html/Article.html

Young, C. (1996). Emotions and emotional intelligence. Cornell University. Retrieved April 1999, from http://trochim.human.cornell.edu/gallery/young/emotion.htm

Introduction - What is the Affective Domain?

Contents

 [hide] 

1 Introduction 2 Objective 3 Affective Stages 4 The Affective Domain and Other Domains 5 Resources 6 Lesson Summary 7 Final Task

Introduction[edit]

Welcome to the affective domain module!

"The affective domain describes the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings" (wiki aricle: Taxonomy of Instructional Objectives).

Before we delve into what that definition means, let's take a look at this video. While you are watching, think about what the video is trying to get you to do and how it goes about achieving this goal. What instructional elements does it include?

The video teaches a very simple concept: the proper way to cough. The message is also simple: cough into your clothing and not into your hand. The video likely could have gotten its point across in only a few seconds. Why then is the video over five minutes long?

The answer to this lies in the true objective of the video. One might at first assume the objective of the video to be psychomotor in nature, and indeed, the video does want to change your physical behavior. The video however, reveals a deeper objective in the first few seconds when is states "The purpose of this video is to make coughing into one's sleeve fashionable". The video wants to change your attitude or belief toward coughing. This places the objective squarely in the affective domain.

Think of some experiences you have had learning. What did instructors do or not do to really make you believe in what they were teaching? How did they try to change your attitude and beliefs about a topic? If you'd like, you can record your thoughts in the class blog. Keep those experiences in mind as you continue through this module.

Objective[edit]

In this lesson, you will learn what comprises the affective domain, how it differs from other domains and how it can affect learning. At the end of this lesson, you should possess a basic understanding of the affective domain, its stages and how it affects learning.

Additionally, you should be able to:

Discuss how a learner might move through the fives stages of the affective domain Relate the affective domain to other learning domains Understand how the affective domain affects all learning in both positive and negative

ways

There are three main topics to this lesson:

1. Affective Stages2. The Affective Domain and Other Domains3. The Affective Domain and Learning

Affective Stages[edit]

It is important to first understand the stages of the affective domain. Study the table below. Each stage is listed, along with a definition of what constituties that stages, and an example video, complete with explanation. Read each definition and then watch each video. Look for the definition playing out in the example video.

Stage Definition Example Explanation

ReceivingAttending to new information

George's Answering Machine

George is choosing to screen his calls and not answer the phone to avoid getting information from "Allison". By avoiding her, he is choosing not to even receive the new information. This is a non-example of "receiving".

Responding

Actively participating in or interacting with the new information

"Shall We Dance"

Richard Gere's character (the male dancer) is very reluctant to participate in the dance. Although he has satisfied the "receiveing" stage by being present, he isn't sure he is ready to "respond" to the information. In the end, the character chooses to receive the new information and actively interact with it by participating in the dance.

ValuingSeeing worth in new information

Australia's Prime Minister

The speaker in this video makes it clear very early on that he has received and responded to information about Australia and decisions being made there by the Prime Minister. Moreover, he has formed his own opinion and is now willing and able to share his ideas with others.

Organization

Fitting the new information into existing schema and deciding how the new information makes sense for you

"Boy Meets World"

Cory (the adult male character) has received, responded to and valued information for some time. In this video, he applies the information and use it to resolve conflict and explain parts of his life. He is also able to share his values with others (the child in the video).

Characterization Making the new information part of your schema and exhibiting new behavior, attitude or

Advocating for Darfur

The video refers to students who have made a decision to make the issues of Darfur part of their lives. To demonstrate this, they have formed the group "STAND", referred to in the

belief

video and have begun to reach out to members of the community and the government to help others make changes as well.

The table above represents the five major stages to the affective domain. The information was taken from this resource which will allow you investigate these stages further should you want more information.

How many of the examples were you able to explain? Can you think of other examples? Use the "edit this page" button at the top of the screen to add examples and explanations.

Now that we've further explored each stage, let's take a look at how one might move through these stages with respect to the sneezing video from the beginning of the lesson.

Before continuing, you should revisit the sneezing video and think about how a learner might demonstrate each stage. Once you have done that, check yourself against the information below.

Receiving is being open to the information; you haven't yet made any decisions at this stage, but you've agreed to at least receive the information. In our example, merely watching the video satisfies the receiving stage.

Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you would be satisfying the requirements of responding.

Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.

Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the technique presented in your daily life.

Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others about the technique or finding some way to pass the information along to others.

Topic Task: Think back to a time when something caused you to change your values, beliefs or behaviors. Create a blog entry describing the experience and how you moved through the various stages. Then, read other posts and comment on at least one.

The Affective Domain and Other Domains[edit]

The affective domain is one of four learning domains. It is important to understand what is covered by each domain to better understand how they work together to produce learning. Part of understanding the affective domain is knowing what parts of learning are included within it. The affective domain includes behaviors not covered by the cognitive, psychomotor and interpersonal domains. Namely, we are talking about values, attitudes, beliefs, feelings

and emotions. The table below shows the five stages of the affective domain and how they relate to stages in other domains. Examine the table below to learn how the affective domain is situated among the other learning domains.

Affective Cognitive Psychomotor Interpersonal

Receiving Knowledge Imitation Seeking/Giving Information

Responding Comprehension Manipulation Proposing

Valuing Application Precision Building and Supporting

Organization Analysis Articulation Shutting Out/Bringing In

Characterization Synthesis Naturalization Disagreeing

(none) Evaluation (none) Summarizing

Topic Task: In what domain do you typically create learning? Reflect on a recent course you have created and how you would situate it on the table above. Create a blog entry discussing the domain for which you created the learning and how affective elements played a role.

==The Affective Domain and Learning==

The affective domain affects learning, regardless of the subject or the method. Read the following examples showing how the affective domain comes into play with regard to learning. First are some examples of how the affective domain can have a positive impact on learning. This is followed by examples of how the affective domain can negatively impact learning. As you are reading, keep in mind the learning you will be creating and how you can incorporate the affective domain to positively impact your learning.

Positive

A teacher praises a young learner on the picture she is drawing. The child feels good about herself and is encouraged to challenge new areas.

A trainer uses a think-aloud protocol in explaining how to add animation to PowerPoint presentations. The trainee(s) recognizes the value of using this type mental checklist and decides to use this in the future.

An online interactive time line of women's history A video driven expose of Susan B. Anthony & Elizabeth Cady Statton

Negative

A piano teacher slams her fist down on the piano and asks their pupil why they are so dense and talent-less. The pupil goes away feeling worthless and begins thinking of ways to get out of the next lesson.

A lecturer in an introductory philosophy class spends the first half of class reading from the assigned text without looking up. Half of the students are talking among themselves or text messaging on the mobile phones. The few learners who were interested in the topic begin to feel that registering for the class was a mistake.

A (boring) text-based time line of women's suffrage

Topic Task: Create a blog entry describing a learning experiences you have had, using the examples above to think about how the instructor implemented the affective domain and how it affected your learning. Did the affective elements have a positive or negative impact on how you learned and why?

Resources[edit]

Read the articles below to achieve a more thorough understanding of the affective domain and how it relates to learning. Be sure to complete all readings before moving onto the final task.

Learning and Teaching in the Affective Domain by Mary Miller Cleveland-Innes, M. & Ally, M. (2004). Affective learning outcomes in workplace

training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education. 30 (1)

The survey instrument in this article will help you understand some of the dimensions of the affective domain.

Transferable Skills and Affective Learning Outcomes by Rod Jeffcote

Lesson Summary

The affective domain is concerned primarily with feelings, attitudes and behaviors There are five stages to the affective domain: Receiving, Responding, Valuing,

Organization and Characterization The affective domain is one of four learning domains, the others are cognitive,

psychomotor and interpersonal. All domains work together to create learning The affective domain impacts all learning, regardless of domain and you must always

consider it when creating learning

Final Task[edit]

Think back on your own experiences and create a final post for the course blog describing how you will incorporate the following elements into your learning:

1. Helping learners move through the five stages of the affective domain2. Integrating the affective domain with other learning domains3. Using the affective domain to make a positive impact on your learners' experiences.

You should relate your own experiences to the concepts and discussion in at least two different articles from the Learning Resource section.

Finally, you should comment on and provide feedback for other learners' entries.

Bloom’s Taxonomy"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. 

Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)

The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with:

Revised taxonomy of the cognitive domainfollowing Anderson and Krathwohl (2001)

Note the new top category, which is about being able to create new knowledge within the domain, and the move from nouns to verbs.

In higher education, "understand" is still—in my view—problematic in its positioning. There is a higher, contextualised level of "understanding" which comes only with attempting to evaluate ideas and to try them out in new ways, or to "create" with them. It is what I expect at Master's level. The taxonomy is an epistemological rather than psychological hierarchy, but it also has a basic chronological element: you achieve certain levels before others. This higher, Gestalt, level of understanding comes last, in my experience: my principal evidence is in the use of research methods. The "real", intuitive, contextualised, critical, strategic understanding only happens when you have tried to be creative within the field... Argue

with me (use the "comments welcome" link below). And thanks to all the people who have done so; I hope you found it a useful activity. I did!

More on the revised version, including the magical verbs to use in objectives at different levels

Yet more

Apologies to the reader who prefers "Analyzing"!

Affective: the Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. (Kratwohl, Bloom and Masia (1964))

Psycho-Motor: Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits with the model of developing skill put forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition.

Read more: Bloom's taxonomy http://www.learningandteaching.info/learning/bloomtax.htm#ixzz1ltbyv4ML Under Creative Commons License: Attribution Non-Commercial No Derivatives