# 2.6 Task Taxonomy The Learning Design Studio (LDS) provides a **well-structured ontology** **of 12 task types**, grouped under **four categories: 1) Directed Learning, 2) Exploratory Learning, 3) Productive Learning, and 4) Reflective Learning**. These task types help make explicit the nature and intent of the learning experiences planned for students, ensuring a balanced and purposeful approach to learning design.
**Directed Learning**
**Receiving & Interpreting Information **Students undertake prescribed activities to acquire information and develop an understanding of a topic. STEAM Subject: - Watching a video on photosynthesis - Reading a textbook chapter about photosynthesis Language Subject: - Reading a news report - Watching a micro movie ****
**Practice** Students work through prescribed tasks to apply learnt content/ skills. STEAM Subject: - Labelling the parts of a plant cell with flash cards - Completing the questions about photosynthesis in the H5P interactive video Language Subject: - Practicing pronunciation of new vocabularies in pairs - Writing sentences using newly learned past tense verbs
**Test / Assessment** Students take part in assessment activities. STEAM Subject: - Completing a lab report - Taking a quiz on photosynthesis Language Subject: - Analysing an article and respond to questions about its content - Having a spelling test on the week's vocabularies
**Exploratory Learning**
**Information Exploration **Students seek out and gather existing information from various sources to deepen their understanding of a topic. STEAM Subject: - Asking an AI chatbot for information about the rate of photosynthesis - Benchmarking existing thermal bags online to inform a new design Language Subject: - Researching common vocabulary in news reports online - Using AI tools to analyze the tone and style of a news report
**Explorations through Conversation** Students engage in exploration of issues with others through conversations. STEAM Subject: - Interviewing clients to identify product needs - Discussing variables for a fair photosynthesis experiment Language Subject: - Interviewing stakeholders about community issues - Discussing findings from the interview script
**Tangible / Immersive Investigation** Students conduct hands-on investigations in physical or virtual settings, generating new data through experiments, surveys, or direct observation. STEAM Subject: - Conducting an experiment to collect data on the rate of photosynthesis - Playing with simple circuits to explore electricity flow Language Subject: - Exploring a virtual museum with VR to learn about history and related vocabulary - Visiting the supermarket to learn vocabulary related to daily life
**Productive Learning**
**Construction: Conceptual / Visual Artefacts **Students work individually or together to construct a conceptual, visual artifact. STEAM Subject: - Creating a mind map on photosynthesis using information from the internet - Designing an experiment plan Language Subject: - Creating the writing outline of the news report - Using AI to develop evaluation criteria for a news report
**Construction: Tangible / Manipulable Artefacts ** Students work individually or together to construct a tangible, manipulable artifact. STEAM Subject: - Building a prototype of a thermal bag - Building a digital thermometer with a micro:bit. Language Subject: - Writing a news report based on an outline - Creating a storybook using generative AI
**Presentation, Performance and Illustration ** Students present, illustrate or perform individually or in group. STEAM Subject: - Presenting scientific findings from experiments - Displaying a thermal bag prototype in a competition Language Subject: - Presenting a news report - Screening a post-edited micro movie
**Reflective Learning**
**Reflection **Students engage in reflecting on the learning process & experience and making the thoughts explicit. STEAM Subject: - Reflecting on the previous scientific investigation process and identifying its shortcomings - Writing a journal entry about challenges faced during the prototype development Language Subject: - Reflecting on the pros and cons of using AI to create a storyboard for a micro movie - Writing a reflection on the process of composing a news report
**Revision **Students are given an opportunity to re-submit a piece of work, hence giving them a chance to reflect and improve. STEAM Subject: - Revising the thermal bag prototype - Revising the experimental plan for a scientific investigation Language Subject: - Revising the content of a news report - Revising the script of a micro movie before final filming
**Self- / Peer- assessment **Students engage in peer- and/ or self- assessment (using self-generated or teacher-provided rubric) STEAM Subject: - Using well-designed criteria to self- and peer-assess prototypes of thermal bags - Using well-designed criteria to self- and peer-assess experimental plans for scientific investigations Language Subject: - Using well-designed criteria to self- and peer-assess news reports - Using well-designed criteria to self- and peer-assess storyboards for micro movies