Managing Complexity: Applying the Conscious-Competence Model to Experiential Learning
AbstractThe concept of complexity is central to the literature on simulation and experiential learning. This paper considers the evolution of the construct, and suggests how it might be managed to enhance learning effectiveness. Specifically, it suggests that Bloom’s revised taxonomy of educational objectives provides a useful framework for understanding the cognitive aspects of the complexity problem. It then discusses the complementary role played by the traditional affective and psychomotor taxonomies in managing it, integrating them together through the consciousness competency model of experiential learning.
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