5 Domains of Learning Outcomes

These domains represent all of human learning. Bloom's taxonomy presents a similar way of organizing and categorizing human learning, but these 5 domains, proposed by Robert Gagne, are prevalent in the instructional design literature.

Almost all of instructional design concerns the Intellectual Skills Domain, supported by the Verbal Information and Affective domains (all highlighted in blue).

Note the hierarchical relationship within the Intellectual Skills Domain. However, there is no hierarchy between the domains (i.e. facts do not necessarily come before or after concepts; attitudes do not necessarily come before or after acquiring knowledge or skills, etc.)

Learned Capabilities Verbs are shown in red
 You are encouraged to use these verbs when writing your instructional objectives in order to make it clear which domain the objective is in.

Verbal Information Domain

This domain consists of factual information.

State, list, recite, summarize

Examples

  • Number of grams in an ounce
  • 32 degrees F is the freezing point of water
  • Press F12 in Dreamweaver to preview the current web page
  • Harrisburg is the capital of Pennsylvania
Affective Domain

Choose

Examples

  • Choose not to smoke
  • Choose to exercise regularly
  • Choose to eat healthy

 

Intellectual Skills Domain

This domain is based on the idea of a learning hierarchy, which simply means that learning within this domain builds upon itself: Problem-solving involves appropriately finding and using two or more rules (principles) to solve a problem. Each rule consists of the relationship of two or more concepts. A learner who does not understand a certain concept that makes up a rule will, in turn, not understand the rule, nor be able to problem-solve with that rule. When designing courses and units, it is therefore critical that instruction be sequenced to proceed first from concepts, then to rules, then only to problem-solving.

Problem-solving

Generate

Examples

  • Generate an instructional design project
  • Generate a dietary/exercise plan
  • Generate a web site containing one's professional portfolio
Rule-using (principles)

Demonstrate

Examples

  • Pythagorean theorem (given the 2 sides of a right triangle, compute the length of the remaining side)
  • Newton's second law of motion (Force=mass times acceleration)
  • Compute your body-mass index
  • Construct a relative link from one web page to another
Concepts

Classify, identify

Examples

  • Evergreen vs. deciduous trees
  • Aerobic vs. anaerobic exercise
  • Carbohydrates vs. fats vs. proteins
  • Absolute vs. relative web links
  • Right-of-way while driving
Psychomotor Domain

Execute

Examples

  • Changing a flat tire
  • Sharpening a pencil
  • Maintaining your lane on a freeway
  • Riding a bicycle

Note: This domain only refers to the execution of the skill, not knowledge about the skill. For example, you may be able to pass a paper/pencil test on the steps in how to change a flat tire, but not be able to actually execute the procedure. A paper/pencil test would measure an intellectual skill.

Cognitive Strategies Domain

Originate

This domain deals with the ability to "learn how to learn". Despite its importance, instructional design rarely includes specific instruction in this area. Instead, designers and trainers constantly look for way to help students gain insight into their own learning.