Bloom’s Taxonomy Table of learning baking through videos was provided below to spotlight on the knowledge which baking learners had ever used videos to learn. The data were all from Bloom’s Taxonomy Table with multimedia learning tools foregoing.
The Knowledge Dimension
The Cognitive Process Dimension
Remember Understand Apply Analyze Evaluate Create Factual
Conceptual
Procedural
Meta-cognitive
Table 7 Bloom’s Taxonomy Table of Learning Baking through Videos
52 The Table shows that videos often used to learn procedural knowledge and sometimes it also benefits meta-cognitive knowledge. Learners seldom use them to learn conceptual knowledge and hardly use them to learn factual knowledge.
The procedural knowledge helps learners know how to do something. It is the knowledge of subject-specific skills and algorithms, the knowledge of subject-specific techniques and methods, and the knowledge of criteria for determining when to use appropriate procedures. The previous examples with videos are like learning mousse cake making method, learning to understand the changing appearances of dough at different time and learning the right time to add more pastry margarine.
Moreover, learning to use the piping gestures for rose decorations on the basic knowledge of lily decorations making and learning to create quicker methods and steps with specific skills for cup cake making are also the instances. All these learning have obvious characteristics of continuity. The method to make mousse cake has the continuous steps to follow. Learning the changing sequential appearances of dough at different time is of course the continuous process. Learning to make the cake decorations need to focus on the motions of the gestures.
Finally, learning to create quicker methods and steps with specific skills to make cup cake is also the procedural knowledge. All these procedural knowledge should better be provided by videos. Some interviews stated that they sometimes find some baking stories in books with context to help their learning. Sometimes they also found there was a suitable television program to learn or sometimes they learned by reviewing their own notes recorded before. Most of the time, they learn procedural knowledge with the online videos, especially learning the skills of cake decorations.
The skill of cake decoration is delicate and easy to fail once learners neglect a piece of detail. Even if they using the piping bag to pipe carefully and slowly with the movements, it is still easily to fail. Cake decoration is the highly skilled action. Learning this should pay more attention on every motion in every minute. Therefore, learners who have ever learned cake
53 decorations stated that learning cake decorations definitely cannot live without watching online videos. In the interviews, they said some cake decorations classes are too expensive and teachers only instruct one type of decoration at a time.
Moreover, when learning through videos, learners can watch it over and over again or stop the screen anytime with a click to concentrate on the specific motions. Videos online sharing from worldwide bakers are the best medium to learn various types of cake decorations. This shows the opportunity of videos as the sequential information provider and a consequence of its dynamic might not be replaced by any other media. Any activities or subjects which included the delicate skills or needed the sequential images to interpret the concepts can be shown completely by videos.
The Table shows that learners learn meta-cognitive knowledge through videos as well.
Meta-cognitive is the knowledge or awareness of personal cognition, such as strategic knowledge, knowledge about cognitive tasks including appropriate contextual and conditional knowledge, and self-knowledge. It is the integration of knowledge and needs multiple methods to construct the holistic knowledge. The instances above are: the strategies applying to the new elements in the process of pastry making, differentiating that softness and texture of the croissant from personal to others, critiquing and judging the flavor and skills of new sweets on the basis of baking knowledge and experiences, and designing a type of new, healthy but beautiful cake for women. To reach these objectives needs to learn as complete as possible through taking classes, discussing with friends, attending activities, watching television program, searching websites and youtube, reading theory and baking books, practicing, or recording. Video as the tool conveying multiple learning sources is one of the ways to get closer to meta-cognitive knowledge, but it is not the only way to approach meta-cognitive knowledge.
In conclusion, the pattern was analyzed by knowledge dimension of the Table. It was found that the more procedural or meta-cognitive knowledge need to learn, the more learners utilize videos for learning. On the contrary, baking learners learn most of basic knowledge like factual knowledge, principally and frequently from static media. The
54 cognitive process dimension was not analyzed in the Table because the cognitive process dimension of learning activities can start from any stage which is mentioned in the literature reviews. It depends on how the learners use the knowledge and what their objectives are.
The same level of knowledge, for example, conceptual knowledge, can be classified into the different stages of the cognitive dimension owing to the different depth and goals which learners want to achieve.