Module title: Bloom’s taxonomy in practice
Lesson titles
- Understand Bloom's revised taxonomy
- Align objectives practice and assessment
- Repair the learning brief
Module objectives
- Given workplace tasks and a six-level reference, identify the main cognitive process and compare your choice with the model feedback.
- Given a weak learning objective and a defined work task, select an observable objective with a relevant condition and success criterion.
- Given a learning brief, choose practice and assessment that require the same thinking as the objective, then explain one improvement using the self-check.
Lesson 1: Understand Bloom's revised taxonomy
| Section | Visual Description & On-Screen Text | Audio Narration / On-Screen Instruction | Action | Notes for Developer |
|---|---|---|---|---|
| M1.S01 | Visual direction Use a clear course title and short reading panel, with a Start course control and three lesson links. On-screen text Bloom's taxonomy in practice Turn a vague learning brief into objectives, practice and assessment that fit the work. First explore Bloom's revised taxonomy through practical examples, then repair a fictional brief and explain your choices. Allow around 15 minutes. This is ungraded practice for L&D professionals and managers. START COURSE Understand Bloom's revised taxonomy Align objectives practice and assessment Repair the learning brief | Narration Not applicable. Learner reads the course overview. Instruction Select Start course or a lesson. | Start course opens the first lesson. A lesson link opens that lesson. | Allow learners to revisit lessons freely; no narration is required to start. |
| M1.S02 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text What is Bloom's revised taxonomy? Bloom's revised taxonomy is a framework for describing the thinking a learning task requires. It gives designers a shared language for setting objectives and aligning practice and assessment. This course uses the 2001 revision: Remember, Understand, Apply, Analyse, Evaluate and Create. It focuses on cognitive processes, rather than claiming to describe every aspect of learning. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S03 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “What is Bloom's revised taxonomy?” - narrates the section below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration What is Bloom's revised taxonomy? Bloom's revised taxonomy is a framework for describing the thinking a learning task requires. It gives designers a shared language for setting objectives and aligning practice and assessment. This course uses the 2001 revision: Remember, Understand, Apply, Analyse, Evaluate and Create. It focuses on cognitive processes, rather than claiming to describe every aspect of learning. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S04 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text What is Bloom's revised taxonomy? Bloom's revised taxonomy is a framework for describing the thinking a learning task requires. It gives designers a shared language for setting objectives and aligning practice and assessment. This course uses the 2001 revision: Remember, Understand, Apply, Analyse, Evaluate and Create. It focuses on cognitive processes, rather than claiming to describe every aspect of learning. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S05 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text What you will practise in this course What you will practise in this course | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S06 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “What you will practise in this course” - narrates the objectives below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration What you will practise in this course. Given workplace tasks and a six-level reference, identify the main cognitive process and compare your choice with the model feedback. Given a weak learning objective and a defined work task, select an observable objective with a relevant condition and success criterion. Given a learning brief, choose practice and assessment that require the same thinking as the objective, then explain one improvement using the self-check. Narration is optional throughout this course. Select Play to listen, or continue reading and completing the activities. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S07 | Visual direction Show a compact numbered list with clear spacing and consistent alignment. On-screen text 1. Given workplace tasks and a six-level reference, identify the main cognitive process and compare your choice with the model feedback. 2. Given a weak learning objective and a defined work task, select an observable objective with a relevant condition and success criterion. 3. Given a learning brief, choose practice and assessment that require the same thinking as the objective, then explain one improvement using the self-check. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read each numbered item. | Read the complete list, then continue to the next section. | No additional notes. |
| M1.S08 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Bloom’s Revised Taxonomy Explore Bloom’s revised taxonomy below. This framework helps you describe the type of thinking required by different learning tasks. Expand each section to see a definition and a practical workplace example. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S09 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Bloom’s Revised Taxonomy” - introduces the six cognitive processes and accordion below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Explore Bloom's revised taxonomy below. Expand each section to read its definition and workplace example. Compare the thinking each task requires, then continue when you are ready. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S10 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Bloom’s Revised Taxonomy Explore Bloom’s revised taxonomy below. This framework helps you describe the type of thinking required by different learning tasks. Expand each section to see a definition and a practical workplace example. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S11 | Visual direction Show clearly labelled expandable panels in a single column. On-screen text Remember Retrieve relevant knowledge from memory. Example: Recall the mandatory documents required for a supplier proposal. Understand Make meaning from information. Example: Explain what each scoring criterion means in your own words. Apply Use a procedure in a situation. Example: Process a routine request using the supplied checklist. Analyse Distinguish parts and work out their relationships. Example: Compare two proposals and identify how their strengths and gaps relate to the criteria. Evaluate Make a judgement using criteria and standards. Example: Recommend a proposal, justify it against the criteria and explain a trade-off. Create Put elements together to form a coherent new whole. Example: Design a proposal review process for a new requirement and justify how its parts work together. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Expand each section to read its explanation. | Select a heading to expand or collapse its panel. Read the definitions, examples or self-check guidance, then continue. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M1.S12 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Look beyond the verb The task and context determine the thinking required. A verb list is a starting point, not a reliable way to classify a task on its own. Compare these two tasks using the same verb: Explain the scoring criteria from a reference sheet is mainly Understand. Explain which proposal you recommend, justify it against the criteria and address a trade-off is mainly Evaluate. The second task requires a judgement. Calling both tasks explain does not make their demands the same. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S13 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Look beyond the verb” - narrates the section below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration The task and context determine the thinking required. A verb list is a starting point, not a reliable way to classify a task on its own. Compare these two tasks using the same verb: Explain the scoring criteria from a reference sheet is mainly Understand. Explain which proposal you recommend, justify it against the criteria and address a trade-off is mainly Evaluate. The second task requires a judgement. Calling both tasks explain does not make their demands the same. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S14 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text The task and context determine the thinking required. A verb list is a starting point, not a reliable way to classify a task on its own. Compare these two tasks using the same verb: Explain the scoring criteria from a reference sheet is mainly Understand. Explain which proposal you recommend, justify it against the criteria and address a trade-off is mainly Evaluate. The second task requires a judgement. Calling both tasks explain does not make their demands the same. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S15 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Choose what the work requires Choose what the work requires | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S16 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Choose what the work requires” - narrates the section below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Choose the process that fits the work and the learner. Remembering facts can be essential; creating something new is not automatically a better objective. You do not need to put every learner through six activities in order. The revised taxonomy also considers factual, conceptual, procedural and metacognitive knowledge. Here we focus on matching the required thinking, while keeping knowledge and context visible. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S17 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Choose the process that fits the work and the learner. Remembering facts can be essential; creating something new is not automatically a better objective. You do not need to put every learner through six activities in order. The revised taxonomy also considers factual, conceptual, procedural and metacognitive knowledge. Here we focus on matching the required thinking, while keeping knowledge and context visible. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S18 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Four knowledge dimensions The revised taxonomy also considers what kind of knowledge the learner uses. These four dimensions complement the six cognitive processes: | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S19 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Four knowledge dimensions” - narrates the section below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration The revised taxonomy also considers what kind of knowledge the learner uses. These four dimensions complement the six cognitive processes. Factual knowledge - terms and details, such as the names of required documents. Conceptual knowledge - relationships and principles, such as how scoring criteria support a decision. Procedural knowledge - methods and when to use them, such as following the review procedure. Metacognitive knowledge - awareness of your thinking and strategies, such as noticing assumptions and checking your judgement. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S20 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text The revised taxonomy also considers what kind of knowledge the learner uses. These four dimensions complement the six cognitive processes: | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S21 | Visual direction Show a compact numbered list with clear spacing and consistent alignment. On-screen text 1. Factual knowledge - terms and details, such as the names of required documents. 2. Conceptual knowledge - relationships and principles, such as how scoring criteria support a decision. 3. Procedural knowledge - methods and when to use them, such as following the review procedure. 4. Metacognitive knowledge - awareness of your thinking and strategies, such as noticing assumptions and checking your judgement. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read each numbered item. | Read the complete list, then continue to the next section. | No additional notes. |
| M1.S22 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Identify the thinking required | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S23 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Identify the thinking required” - introduces the questions below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Now practise identifying the thinking required. Read each question and its answer options, choose one response, then select Submit. Use the feedback to reconsider your choice. You can revisit the six-process reference above before continuing. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S24 | Visual direction Show a question with three clearly labelled choices, a Submit control and a feedback area. On-screen text A team member uses a supplied checklist to process a routine request. Which process is the main focus? Remember Apply Create SUBMIT TAKE AGAIN | Narration Not applicable. Learners read the choices; use the short optional Bridget practice introduction. Instruction Choose an answer, select Submit and read the feedback. | Select one answer and Submit to display its feedback. Take again clears the current response for a retry. Learners can continue after reviewing feedback. | Ungraded practice. Show the native correct or incorrect indicator alongside the selected-answer explanation. |
| M1.S24.01 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect This involves more than just recalling information; the checklist is being used to guide action. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Remember and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S24.02 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Correct Using a checklist to process a request requires applying knowledge or procedures in a practical situation. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Apply and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S24.03 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect Creating involves developing something new, which is not the case here. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Create and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S25 | Visual direction Show a question with three clearly labelled choices, a Submit control and a feedback area. On-screen text A manager chooses between two feasible proposals, justifies the choice using agreed criteria and explains a trade-off. Which process is the main focus? Understand Analyse Evaluate SUBMIT TAKE AGAIN | Narration Not applicable. Learners read the choices; use the short optional Bridget practice introduction. Instruction Choose an answer, select Submit and read the feedback. | Select one answer and Submit to display its feedback. Take again clears the current response for a retry. Learners can continue after reviewing feedback. | Ungraded practice. Show the native correct or incorrect indicator alongside the selected-answer explanation. |
| M1.S25.01 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect Understand involves making meaning. This task also requires a judgement against criteria and a trade-off. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Understand and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S25.02 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect Analyse helps distinguish the proposals and their relationships to the criteria. The final decision and justified trade-off make Evaluate the main focus. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Analyse and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S25.03 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Correct Evaluate is the main focus: the manager judges proposals against agreed criteria and justifies a trade-off. Understanding and analysis support that judgement. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Evaluate and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M1.S26 | Visual direction Show a clear continuation control separating the activity or section from the follow-up content. On-screen text Continue Complete the content above before moving on. | Narration Not applicable. Learners read the continuation instruction. Instruction Select Continue. | Select Continue to reveal the following transition or recap. | Audio playback must not be required for continuation. |
| M1.S27 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Next lesson | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M1.S28 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Next lesson” - introduces the next lesson described below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration In the next lesson, you'll see how to write clear learning objectives and align practice and assessment with the thinking required for real workplace tasks. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M1.S29 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text In the next lesson, you'll see how to write clear learning objectives and align practice and assessment with the thinking required for real workplace tasks. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
Lesson 2: Align objectives practice and assessment
| Section | Visual Description & On-Screen Text | Audio Narration / On-Screen Instruction | Action | Notes for Developer |
|---|---|---|---|---|
| M2.S01 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text From vague aims to clear alignment Turning broad learning aims into clear, observable objectives is essential for effective workplace learning. When practice and assessment are aligned with the thinking required in real tasks, training becomes meaningful and measurable. This approach benefits learners by making expectations transparent and helps organisations ensure that learning translates into real performance improvements. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S02 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “From vague aims to clear alignment” - narrates the section below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration From vague aims to clear alignment. Turning broad learning aims into clear, observable objectives is essential for effective workplace learning. When practice and assessment are aligned with the thinking required in real tasks, training becomes meaningful and measurable. This approach benefits learners by making expectations transparent and helps organisations ensure that learning translates into real performance improvements. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S03 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text From vague aims to clear alignment Turning broad learning aims into clear, observable objectives is essential for effective workplace learning. When practice and assessment are aligned with the thinking required in real tasks, training becomes meaningful and measurable. This approach benefits learners by making expectations transparent and helps organisations ensure that learning translates into real performance improvements. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S04 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Write strong learning objectives | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S05 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Write strong learning objectives” - introduces the process below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Use the process below to explore how to write a clear learning objective. Select Start and work through the steps at your own pace. Read the guidance and examples, then check how the method could apply to a task from your work. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S06 | Visual direction Show an introduction, three numbered steps and a summary with Previous and Next controls. On-screen text Introduction to Writing Strong Learning Objectives Follow these three steps to write strong learning objectives that support real workplace needs. Each step builds on the last to ensure your objectives are clear, actionable, and measurable. Define the Observable Action Describe exactly what the learner will do. Use specific, visible actions that can be seen or measured, such as "process a request," "justify a choice," or "complete a checklist." Avoid vague verbs like "understand" or "know." Specify the Conditions State the resources, context, or constraints under which the action will take place. For example, "using the supplied checklist," "given two proposals," or "in a simulated environment." This clarifies what support or limitations are present. Set a Meaningful Success Criterion Define what counts as successful performance, based on the actual work. This could be "all mandatory steps completed accurately," "choice justified using agreed criteria," or "no errors in processing." The criterion should reflect what matters in the real job. Review for Clarity and Alignment Check that your objective describes a visible action, includes relevant conditions, and sets a clear, job-related standard for success. This ensures your objective is ready to guide both practice and assessment. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Step through the process, then review the summary. | Start the process; use Next and Previous to move between the three steps and summary. Revisit any step as needed. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M2.S07 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Before-and-after: Improving objectives Explore how a vague objective can be transformed into a clear, actionable one. Review each tab to see the difference and understand the rationale behind the improvement. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S08 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Before-and-after: Improving objectives” - introduces the examples below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Compare the original objective with its improved version. Select each tab to read the example and its rationale. Notice how the improvement makes the expected performance and evidence of success clearer. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S09 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Before-and-after: Improving objectives Explore how a vague objective can be transformed into a clear, actionable one. Review each tab to see the difference and understand the rationale behind the improvement. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S10 | Visual direction Use labelled tabs above a reading panel, keeping each tab label visible. On-screen text Weak objective and work task Original objective: "Understand proposal selection criteria." This statement is broad and does not specify what the learner should actually do. In the workplace, the task is to choose between supplier proposals using agreed criteria and explain the choice to a manager. Without a clear action, it’s hard to design practice or assessment that shows whether the learner can perform the real task. The objective leaves too much open to interpretation and does not guide learning or measurement. Improved objective with rationale Improved objective: Given two supplier proposals and the agreed criteria, recommend one proposal, support the recommendation with accurate evidence for each criterion and explain one trade-off. The action is recommend and justify. The conditions are the supplied proposals and criteria. Success means accurate evidence against every criterion and a defensible trade-off. The main process is Evaluate, supported by understanding the criteria and analysing differences. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Select each tab to explore its content. | Select a tab to display its content. Revisit either tab as needed, then continue. Resource links open their named university page in a new tab. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M2.S11 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Aligning objectives, practice, and assessment See how alignment works in practice for two different cognitive processes. Expand each panel to review the objective, practice activity, assessment, and the reasoning behind each choice. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S12 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Aligning objectives, practice, and assessment” - introduces the examples below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Explore the two alignment examples below. Expand each panel to compare the objective, practice and assessment. Consider whether all three require the thinking needed for the real workplace task. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S13 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Aligning objectives, practice, and assessment See how alignment works in practice for two different cognitive processes. Expand each panel to review the objective, practice activity, assessment, and the reasoning behind each choice. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S14 | Visual direction Show clearly labelled expandable panels in a single column. On-screen text Apply process alignment Objective: "Given a routine request and supplied checklist, complete all mandatory processing steps accurately." Practice: Learners process sample requests using the checklist, receiving feedback on accuracy. Assessment: Learners process a new request with the checklist, and their work is checked for correct completion of all steps. This alignment ensures that both practice and assessment require the same thinking and actions as the real job: using resources to perform a task accurately. Evaluate process alignment Objective: "Given two feasible proposals and agreed criteria, select the best proposal and justify your choice." Practice: Learners compare proposals, apply criteria, and discuss their reasoning in groups. Assessment: Learners independently select between two proposals and write a justification referencing the criteria. This approach ensures that learners practice and are assessed on making and justifying judgements, not just recalling information about the criteria. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Expand each section to read its explanation. | Select a heading to expand or collapse its panel. Read the definitions, examples or self-check guidance, then continue. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M2.S15 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Assessment evidence practice | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S16 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Assessment evidence practice” - introduces the question below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Assessment must align with the thinking required by the work task. Read the question and answer options below, select the assessment that provides the strongest direct evidence, then select Submit. Use the feedback to review your reasoning. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S17 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Assessment must align with the type of thinking required; simply recalling information is not sufficient to demonstrate justified judgment. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S18 | Visual direction Show a question with three clearly labelled choices, a Submit control and a feedback area. On-screen text Given a routine request and supplied checklist, which assessment gives the strongest direct evidence of accurately completing mandatory processing steps? List the checklist headings from memory. Process an equivalent request using the checklist; check the mandatory steps and record. Rate your confidence in using the checklist. SUBMIT TAKE AGAIN | Narration Not applicable. Learners read the choices; use the short optional Bridget practice introduction. Instruction Choose an answer, select Submit and read the feedback. | Select one answer and Submit to display its feedback. Take again clears the current response for a retry. Learners can continue after reviewing feedback. | Ungraded practice. Show the native correct or incorrect indicator alongside the selected-answer explanation. |
| M2.S18.01 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect This option checks recall of the checklist headings, not the actual ability to perform the task using the checklist. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting List the checklist headings from memory. and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M2.S18.02 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Correct This option directly demonstrates the ability to use the checklist accurately in context, providing the strongest evidence of correct performance. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Process an equivalent request using the checklist; check the mandatory steps and record. and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M2.S18.03 | Visual direction Show the native correctness indicator and the explanation for the selected response. On-screen text Incorrect Confidence ratings do not demonstrate actual ability to perform the required steps. TAKE AGAIN | Narration Not applicable. Learners read the selected-answer feedback. Instruction Read the feedback; take again if you want to retry. | Display this feedback after selecting Rate your confidence in using the checklist. and submitting. Take again returns to the question. | Do not narrate every alternative feedback route. |
| M2.S19 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Reviewing and Revising Objectives for Alignment Practice reviewing a draft objective and assessment for alignment. Use each tab to see the original version and guidance for improving it, including key questions to ask. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S20 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Reviewing and Revising Objectives for Alignment” - introduces the activity below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Review the fictional draft and decide whether its objective and assessment fit the stated work task. Select both tabs to read the draft and revision guidance. Use the questions provided to check the alignment of your own learning designs. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S21 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Reviewing and Revising Objectives for Alignment Practice reviewing a draft objective and assessment for alignment. Use each tab to see the original version and guidance for improving it, including key questions to ask. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S22 | Visual direction Use labelled tabs above a reading panel, keeping each tab label visible. On-screen text Draft Objective and Assessment Mismatch Fictional draft: "Understand supplier proposals at the Create level." Assessment: "List three features of a good proposal." The label Create does not establish the required thinking. The work task is to judge two proposals using agreed criteria and justify a trade-off, so Evaluate is the main focus. Listing features checks recall and does not demonstrate that judgement. Guidance for Revision and Reflection To align the objective and assessment, clarify the real work task. For example: "Given two supplier proposals and the agreed criteria, recommend one proposal, support the recommendation with accurate evidence for each criterion and explain one trade-off." Then, assess learners using a new pair of proposals and the same criteria, checking the accuracy of their evidence and the relevance of their trade-off. Ask yourself: Does the assessment require the same thinking as the objective? Is the action observable and measurable? Does it reflect the real work task? | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Select each tab to explore its content. | Select a tab to display its content. Revisit either tab as needed, then continue. Resource links open their named university page in a new tab. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M2.S23 | Visual direction Show a clear continuation control separating the activity or section from the follow-up content. On-screen text Continue Complete the content above before moving on. | Narration Not applicable. Learners read the continuation instruction. Instruction Select Continue. | Select Continue to reveal the following transition or recap. | Audio playback must not be required for continuation. |
| M2.S24 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Next challenge | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M2.S25 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Next challenge” - introduces the next challenge below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Next, you will apply the alignment process to a realistic learning and development brief, using practical tools and self-checks to refine your choices. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M2.S26 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Next, you’ll apply the alignment process to a realistic L&D brief, using practical tools and self-checks to refine your choices. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
Lesson 3: Repair the learning brief
| Section | Visual Description & On-Screen Text | Audio Narration / On-Screen Instruction | Action | Notes for Developer |
|---|---|---|---|---|
| M3.S01 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Use the taxonomy to repair a learning brief Now put the six processes to work. You will choose an objective, a practice activity and an assessment for a fictional procurement team. Your choices should all support the same workplace task. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S02 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Use the taxonomy to repair a learning brief” - introduces the challenge below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Use the taxonomy to repair a learning brief. Now put the six processes to work. You will choose an objective, a practice activity and an assessment for a fictional procurement team. Your choices should all support the same workplace task. The team must choose between two feasible supplier proposals using agreed criteria and justify a trade-off. A fictional draft says: "Understand good supplier decisions. Read the policy. Pass a definitions quiz." Repair that brief in the activity below. This is ungraded practice. You can review feedback, change your choices and restart. Select Start challenge. Choose three responses, read the feedback and review your alignment summary. You can revise one choice while retaining the others, open the six-process guide, or restart the challenge. Select Finish practice to continue to the worksheet. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S03 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Use the taxonomy to repair a learning brief Now put the six processes to work. You will choose an objective, a practice activity and an assessment for a fictional procurement team. Your choices should all support the same workplace task. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S04 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text The team must choose between two feasible supplier proposals using agreed criteria and justify a trade-off. A fictional draft says: "Understand good supplier decisions. Read the policy. Pass a definitions quiz." Repair that brief in the activity below. This is ungraded practice. You can review feedback, change your choices and restart. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S05 | Visual direction Use a centred interactive activity with a clear, readable canvas and short surrounding instructions. On-screen text Repair the brief | Ungraded practice | Narration Not applicable. Use the preceding optional Bridget introduction; learners read activity choices and feedback. Instruction Select Start challenge and make the three decisions. | Complete the objective, practice and assessment decisions. Review or revise them, then select Finish practice to enable the course continuation control. | Keep the follow-up worksheet behind activity completion. Do not gate completion on listening. |
| M3.S06 | Visual direction Use a clear case heading, a fictional brief reading panel and Start challenge and Six processes guide controls. On-screen text Repair the brief The procurement team must recommend a supplier using agreed criteria and explain the decision. The current brief says: Understand proposal selection. Read the policy, then pass a quiz on the criteria. Choose an objective, practice and assessment that fit the work. The company, people and proposals are fictional. Repair the brief | Ungraded practice Start challenge Six processes guide | Narration Not applicable. Use the optional Bridget challenge introduction in Rise; learners read this case. Instruction Select Start challenge. | Start challenge opens Choose an objective. Six processes guide opens the reference; closing it returns to the current screen. | Keep the activity ungraded and learner paced. |
| M3.S07 | Visual direction Use a heading, a short question and three stacked response buttons. Keep the guide control accessible beside the activity. On-screen text Choose an objective Which objective best fits the required work? Choose one response. Read the explanation, then retry or continue. A - Given the criteria, list their names accurately. B - Given two proposals and agreed criteria, recommend one with accurate evidence for each criterion and explain one trade-off. C - Create any supplier review process without using criteria. Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read the choices and feedback; use the optional Bridget introduction before the activity. Instruction Choose one response. Read the explanation, then retry or continue. | Selecting a response displays its explanation. Try again returns to this decision. Continue records the choice and opens the next decision, or the summary after assessment. Six processes guide opens the reference and returns to this decision. | Allow continuation with any response; this is ungraded practice. Retain other decisions when revising this one. |
| M3.S07.01 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Given the criteria, list their names accurately. This is an observable Remember objective, but it does not require the proposal judgement needed at work. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects A. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S07.02 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Given two proposals and agreed criteria, recommend one with accurate evidence for each criterion and explain one trade-off. This specifies conditions, a judgement and visible success criteria. Evaluate fits because the learner must justify a decision against standards. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects B. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S07.03 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Create any supplier review process without using criteria. Creating a process could be a valid separate task, but the team needs to judge proposals against agreed criteria. Higher is not automatically more suitable. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects C. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S08 | Visual direction Use a heading, a short question and three stacked response buttons. Keep the guide control accessible beside the activity. On-screen text Choose the practice What practice will prepare learners for the proposal decision? Choose one response. Read the explanation, then retry or continue. A - Read definitions of the criteria and continue. B - Compare a realistic pair of proposals, make a recommendation and get feedback on evidence and trade-offs. C - Complete a word search containing the criteria. Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read the choices and feedback; use the optional Bridget introduction before the activity. Instruction Choose one response. Read the explanation, then retry or continue. | Selecting a response displays its explanation. Try again returns to this decision. Continue records the choice and opens the next decision, or the summary after assessment. Six processes guide opens the reference and returns to this decision. | Allow continuation with any response; this is ungraded practice. Retain other decisions when revising this one. |
| M3.S08.01 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Read definitions of the criteria and continue. Definitions support understanding, but learners also need to practise making and justifying the decision. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects A. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S08.02 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Compare a realistic pair of proposals, make a recommendation and get feedback on evidence and trade-offs. This practises the same judgement the objective requires. Feedback on evidence and trade-offs can help learners improve before assessment. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects B. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S08.03 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Complete a word search containing the criteria. Finding words does not rehearse a proposal judgement. Use realistic decisions and explanatory feedback. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects C. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S09 | Visual direction Use a heading, a short question and three stacked response buttons. Keep the guide control accessible beside the activity. On-screen text Choose the assessment What assessment gives the strongest direct evidence of the required judgement? Choose one response. Read the explanation, then retry or continue. A - Choose the names of the criteria from a list. B - Recommend a supplier from a new pair of proposals, justify it against the criteria and explain a trade-off; review it with an agreed rubric. C - Report how confident you feel about selecting a supplier. Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read the choices and feedback; use the optional Bridget introduction before the activity. Instruction Choose one response. Read the explanation, then retry or continue. | Selecting a response displays its explanation. Try again returns to this decision. Continue records the choice and opens the next decision, or the summary after assessment. Six processes guide opens the reference and returns to this decision. | Allow continuation with any response; this is ungraded practice. Retain other decisions when revising this one. |
| M3.S09.01 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Choose the names of the criteria from a list. This checks knowledge of labels. It does not show a judgement using the criteria or an explanation of a trade-off. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects A. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S09.02 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Recommend a supplier from a new pair of proposals, justify it against the criteria and explain a trade-off; review it with an agreed rubric. A new case samples the required judgement. Use a rubric to check the accuracy of evidence, application of each criterion and the relevance of the trade-off. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects B. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S09.03 | Visual direction Show the selected response and its explanation in a feedback panel with Try again and Continue controls. On-screen text What your choice means Your response: Report how confident you feel about selecting a supplier. Confidence may inform support needs, but it does not demonstrate a justified supplier decision. Try again Continue | Narration Not applicable. Learners read the option-specific explanation. Instruction Read the explanation, then retry or continue. | Display this feedback when the learner selects C. Try again returns to the current decision; Continue retains this response and advances. | Keep feedback available as text; do not read all alternative responses in narration. |
| M3.S10 | Visual direction Show three review cards containing the learner’s selected objective, practice and assessment, with an alignment count and Finish practice control. On-screen text Your alignment summary Review or revise your three decisions. Aligned choices in this case: [number of aligned choices] of 3. Use the feedback to improve your design; this is not a competence score. Review objective [learner’s selected objective] Review practice [learner’s selected practice] Review assessment [learner’s selected assessment] Finish practice Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read their selected choices and review the feedback. Instruction Review or revise your three decisions. | Each Review control opens that choice and its explanation. Revise this choice returns to its decision while retaining the other two choices. Finish practice opens the transfer screen and completes the activity for the Rise continuation gate. | The alignment count is a practice aid, not a competence score. Do not show a fixed best-answer summary as though it were the learner’s response. |
| M3.S11 | Visual direction Use a concise transfer reading panel with Restart challenge and Six processes guide controls. On-screen text Take this into your next brief Choose one objective from your work. Identify the thinking it requires, then check whether the practice and assessment ask for the same thinking. You have completed this practice. Continue below to read a worksheet for applying this method to your own learning brief, then use the self-check to review your design. Repair the brief | Ungraded practice Restart challenge Six processes guide | Narration Not applicable. Learners read the transfer prompt; use optional Bridget review narration after the activity. Instruction Continue below to read a worksheet for applying this method to your own learning brief, then use the self-check to review your design. | Restart challenge clears the three case decisions and returns to the case opening. Six processes guide opens the reference and returns here. Continue to your own learning brief in Rise reveals the follow-up section. | Do not require audio playback to complete the activity. |
| M3.S12 | Visual direction Show a compact six-process reference panel with a Close control and no decorative ranking. On-screen text Six processes reference Remember - Retrieve relevant knowledge. Understand - Make meaning from information. Apply - Use a procedure in a situation. Analyse - Work out parts and their relationships. Evaluate - Judge using criteria and standards. Create - Combine elements into a coherent new whole. Choose the process that fits the task and context. A verb alone does not determine it. Repair the brief | Ungraded practice Close | Narration Not applicable. Learners read the reference. Instruction Review the six processes, then close the guide. | Open this guide from any activity screen. Close returns to the screen that opened it, preserving the current choices. | Maintain a readable reference and return keyboard focus to its opening control. |
| M3.S13 | Visual direction Show the learner’s selected objective and the matching explanation, with Return to summary and Revise this choice controls. On-screen text Your objective choice Your response: [learner’s selected objective] [explanation matching the selected objective] Return to summary Revise this choice Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read their selected response and its matching explanation. Instruction Review your response, then return to the summary or revise this choice. | Return to summary retains all three decisions. Revise this choice opens the relevant decision; changing it updates that choice and its explanation while retaining the other decisions. | Use the exact option explanations listed in the corresponding decision feedback rows; keep personalised text accurate. |
| M3.S14 | Visual direction Show the learner’s selected practice and the matching explanation, with Return to summary and Revise this choice controls. On-screen text Your practice choice Your response: [learner’s selected practice] [explanation matching the selected practice] Return to summary Revise this choice Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read their selected response and its matching explanation. Instruction Review your response, then return to the summary or revise this choice. | Return to summary retains all three decisions. Revise this choice opens the relevant decision; changing it updates that choice and its explanation while retaining the other decisions. | Use the exact option explanations listed in the corresponding decision feedback rows; keep personalised text accurate. |
| M3.S15 | Visual direction Show the learner’s selected assessment and the matching explanation, with Return to summary and Revise this choice controls. On-screen text Your assessment choice Your response: [learner’s selected assessment] [explanation matching the selected assessment] Return to summary Revise this choice Six processes guide Repair the brief | Ungraded practice | Narration Not applicable. Learners read their selected response and its matching explanation. Instruction Review your response, then return to the summary or revise this choice. | Return to summary retains all three decisions. Revise this choice opens the relevant decision; changing it updates that choice and its explanation while retaining the other decisions. | Use the exact option explanations listed in the corresponding decision feedback rows; keep personalised text accurate. |
| M3.S16 | Visual direction Show a clear continuation control separating the activity or section from the follow-up content. On-screen text Continue to your own learning brief Choose three responses, review your summary and select Finish practice to continue. | Narration Not applicable. Learners read the continuation instruction. Instruction Select Continue to your own learning brief. | Keep this control locked until the learner completes the three activity decisions, reviews the summary and selects Finish practice. Then select it to reveal the follow-up section. | Audio playback must not be required for continuation. |
| M3.S17 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Review your alignment | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S18 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Review your alignment” - narrates the reflection guidance below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Review the choices and explanations in your challenge summary. Consider whether the objective, practice and assessment require the same thinking. You can return to the activity and revise a decision. Then use the worksheet below to apply the method to a brief from your own work. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S19 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Review the choices and explanations in your challenge summary. Consider whether the objective, practice and assessment require the same thinking. You can return to the activity and revise a decision. Then use the worksheet below to apply the method to a brief from your own work. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S20 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Alignment worksheet | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S21 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Alignment worksheet” - introduces the worksheet and instructions below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Alignment worksheet. read editable Word worksheet below to improve one real learning brief. Its six steps help you connect the work task, objective, required thinking, practice and assessment, then explain one change. A worked example and a quick reference are included. Save your own copy before writing. Your responses are private and are not submitted by this course. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S22 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text read editable Word worksheet below to improve one real learning brief. Its six steps help you connect the work task, objective, required thinking, practice and assessment, then explain one change. A worked example and a quick reference are included. Save your own copy before writing. Your responses are private and are not submitted by this course. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S23 | Visual direction Use a clearly labelled read worksheet card below its instructions. On-screen text Alignment worksheet read | Narration Not applicable. Use the optional Bridget worksheet introduction. Instruction read worksheet and complete it privately. | read opens the editable worksheet. Learners complete their own copy and compare it with the self-check. | Writing remains in the learner’s own file or notes. The course does not collect, save or assess it. |
| M3.S24 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Self-check: Reviewing your alignment Expand each section below to review the key criteria for strong alignment between work tasks, objectives, practice, and assessment. Use this self-check as a practical tool whenever you design or review learning experiences. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S25 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Self-check: Reviewing your alignment” - introduces the self-check below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Use the self-check below to review your learning design. Expand each section to read the criteria, compare them with your own brief, and revise any missing or unclear connections. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S26 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Self-check: Reviewing your alignment Expand each section below to review the key criteria for strong alignment between work tasks, objectives, practice, and assessment. Use this self-check as a practical tool whenever you design or review learning experiences. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S27 | Visual direction Show clearly labelled expandable panels in a single column. On-screen text Work task is clear Make sure the real workplace task is specific and unambiguous. A clear task helps you identify the thinking required and ensures objectives are relevant to actual work. Objective names action, conditions, criteria Check that your objective includes an observable action, the conditions or resources available, and a meaningful success criterion. This clarity guides both practice and assessment design. Classification follows task and context Don’t rely on verbs alone. Consider the whole task and its context to accurately classify the required cognitive process using Bloom’s taxonomy. Practice rehearses required thinking Practice activities should mirror the thinking and decision-making needed for the real task. Include feedback that helps learners improve and build confidence. Assessment samples the same thinking Assessment should directly measure the same cognitive process as the objective, using relevant criteria. This ensures your evidence of learning is valid and meaningful. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Expand each section to read its explanation. | Select a heading to expand or collapse its panel. Read the definitions, examples or self-check guidance, then continue. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M3.S28 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Further Reading and Resources Explore these reputable resources to deepen your understanding of Bloom’s taxonomy and alignment in learning design. Each link offers practical guidance and tools for continued development. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S29 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Further Reading and Resources” - introduces the resources below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration Explore the further reading below if you would like more guidance on Bloom's taxonomy and alignment. Select each tab to read the resource description and follow its link when useful. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S30 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Further Reading and Resources Explore these reputable resources to deepen your understanding of Bloom’s taxonomy and alignment in learning design. Each link offers practical guidance and tools for continued development. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S31 | Visual direction Use labelled tabs above a reading panel, keeping each tab label visible. On-screen text Iowa State University - Bloom’s Taxonomy Iowa State University - Bloom's taxonomy (the named source) A university teaching resource explaining the revised taxonomy and its use in course design. University of Waterloo - Aligning Outcomes University of Waterloo - Aligning outcomes, assessments and instruction (the named source) Practical guidance for matching the intended learning with teaching activities and evidence of achievement. | Narration Not applicable. Use the short optional Bridget introduction; learners read the revealed content. Instruction Select each tab to explore its content. | Select a tab to display its content. Revisit either tab as needed, then continue. Resource links open their named university page in a new tab. | Keep every panel and its text available without audio. Preserve descriptive links where supplied. |
| M3.S32 | Visual direction Show a clear continuation control separating the activity or section from the follow-up content. On-screen text Continue Complete the content above before moving on. | Narration Not applicable. Learners read the continuation instruction. Instruction Select Continue. | Select Continue to reveal the following transition or recap. | Audio playback must not be required for continuation. |
| M3.S33 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text Course recap | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |
| M3.S34 | Visual direction Place the full section heading first, its compact labelled optional audio player immediately below, then the matching reading or interaction. On-screen text Listen to “Course recap” - narrates the recap below. Listening is optional. Play / Pause Playback speed Volume Audio transcript | Narration You have now seen how to use Bloom’s taxonomy and alignment to shape objectives, practice and assessment that fit real workplace needs. As you review your next learning brief, use these principles, revisit the self-check and explore the further reading as needed. Practical alignment is the key to designing learning that truly makes a difference. Instruction Select Play to listen, or continue reading. | Play starts narration; Pause stops it. Learners may seek, adjust speed or volume, and open or close the transcript. Continuing does not require playback. | Use Bridget in Rise. Provide the exact transcript. Keep options, expanded panel content and option-specific feedback for learners to read; do not autoplay on section entry or revisit. |
| M3.S35 | Visual direction Use an editable heading where supplied and a short, generously spaced reading panel. On-screen text You’ve now seen how to use Bloom’s taxonomy and alignment to shape objectives, practice, and assessment that fit real workplace needs. As you review your next learning brief, use these principles, revisit the self-check, and explore the further reading as needed. Practical alignment is the key to designing learning that truly makes a difference. | Narration Not applicable. Use the corresponding optional Bridget player at the section start. Instruction Read the section, then continue. | Read or revisit this content; scroll to the next block. | Keep essential text readable without playing audio. |