Opportunities and challenges in instructional design for teaching the flexure formula using the Revised Bloom's Taxonomy

The purpose of this article is to show how the Revised Bloom's Taxonomy has been used in designing an instruction module in an analytical course in engineering for distance learning. Identification of the type of knowledge and cognitive process associated with each task is found to he useful in informing the selection of appropriate instructional strategies. Using bending stress calculation as a sample case study, potential opportunities and challenges facing the instructor are discussed. Problems associated with the original taxonomy and the enabling features in the revised taxonomy for more informed analyses are also described.