UX Design Reflexions

Learning to Build: a Bloom’s Taxonomy Study

Building with LEGO Bricks is an amazing way to create, to play … and to learn. Underneath the simple action of putting plastic things together (and having this continuous joy of hearing the little “click” sound) lies a treasure of skills development for children. 

 

The challenge

Our research has shown us that primary school teachers were missing resources when it comes to helping students build something with moving parts. In addition to that, kids of age 6 to 10 are very enthusiastic and ambitious about building, but sometimes they are unable to reach the level of complexity they are still able to describe. For example, they want to build something that “turns this” and then “lift that”.
In short,

how can we build the confidence level of both kids and teachers in the context of building LEGO models with movements

The solution

Bloom's Digital Taxonomy applied to Building with LEGO

Creating

Invent new with same parts

Evaluating

Change for better

Analysing

Explaining a function

Applying

Playing with the model

Understanding

Describe the function

Remembering

Find Parts and Place all of them

I have applied Bloom’s taxonomy to the building concept of LEGO Education Wedo 2.0.

I have identified the skills kids have to go through and have implemented them in the learning solution.

 

REFERENCE

Increasing Kids Capacity to Build

We developed a Model Library designed modularly.

In the first column, kids will find a module that has a motion description. For this step, students are getting building instructions to make sure they are able to get a functional build. (Bloom’s Taxonomy: (Remembering, Understanding)

In the second and third columns, they will find inspirational models that are based on the functional module. Kids can attempt to build it by looking at the images provided. (Bloom’s Taxonomy: (Applying, Analysing, Evaluating)

LEGO Education Wedo 2.0 Model Library

One module example

In module Drive, I have designed the simplest driving mechanism. It is using a rubber band to avoid blocking.

Then kids can convert this module to what they want. We give a race car and a space vehicle as inspirational models.

Increasing Teenagers and Adulds Capacity to Build

Already in 2010, I had identified the importance for students (and teachers) to know and understand the toolbox they are playing with. In middle school, they will be given open-ended tasks and they will have to build freely a prototype and a solution to the problem. 

LEGO Bricks then become like wood, nails, and screws. Knowing when and how to use each piece becomes fundamental knowledge. 

If you read only this

Building with LEGO is a powerful learning tool. When used with the appropriate support, challenge, and reward, this activity can develop life-long lasting skills.

By modulating the linear building flow, it is possible to reach high confidence levels for both kids and adults.