Teaching and Learning in the Age of AI: Reversed Bloom’s Taxonomy, Relational Teaching, and Socially Engaged Pedagogy
Type of Presentation
Paper
Location
D34012
Start Date
4-9-2026 10:00 AM
End Date
4-9-2026 10:45 AM
Description of Program
This case study presents a design-centered approach to teaching in the Age of AI by combining Reversed Bloom’s Taxonomy approach, relational teaching principles, and intentional use of The HistoryMakers Digital Archive. The presentation demonstrates how socially engaged pedagogy and assessment redesign can increase student engagement, support learning outcomes, and embrace innovation responsibly.
Abstract
The rapid integration of generative artificial intelligence (GenAI) into higher education has raised concerns about academic integrity, assessment validity, and quality assurance. This case study addresses these concerns from a pedagogical design perspective, arguing that sustaining meaningful engagement in AI-pervasive contexts requires intentional alignment among assessment structure, relational teaching practices, and socially engaged pedagogy. Drawing on Rivers and Holland’s (2023) Reversed Bloom’s Taxonomy and relational theories of education (Biesta, 2004), the study introduces a teaching approach that begins with higher-order cognitive processes and positions the teacher–student relationship as instrumental in achieving learning outcomes. Relational teaching principles—understanding student context, building trust, fostering connection, and offering structured support—are embedded throughout course design. A central component of this intentional design is the integration of The HistoryMakers Digital Archive (THMDA) as socially engaged pedagogy. By grounding inquiry in lived narratives and plural perspectives, THMDA anchors learning in real-world contexts and human experience. The case study illustrates how this integrated approach is operationalized through course assignments structured around three core commitments: equity and inclusion, student co-construction of meaning, and real-world relevance. Assignments prioritize creation, interpretation, dialogue, and contextual judgment rather than content reproduction. Preliminary evidence from course implementation indicates increased student engagement, stronger theoretical application, greater transparency in AI use, and deeper reflective learning. The study contributes a practical, human-centered model demonstrating how reversed assessment design, relational pedagogy, and intentional use of socially engaged knowledge sources can support innovation and transformative learning in contemporary higher education.
Teaching and Learning in the Age of AI: Reversed Bloom’s Taxonomy, Relational Teaching, and Socially Engaged Pedagogy
D34012
The rapid integration of generative artificial intelligence (GenAI) into higher education has raised concerns about academic integrity, assessment validity, and quality assurance. This case study addresses these concerns from a pedagogical design perspective, arguing that sustaining meaningful engagement in AI-pervasive contexts requires intentional alignment among assessment structure, relational teaching practices, and socially engaged pedagogy. Drawing on Rivers and Holland’s (2023) Reversed Bloom’s Taxonomy and relational theories of education (Biesta, 2004), the study introduces a teaching approach that begins with higher-order cognitive processes and positions the teacher–student relationship as instrumental in achieving learning outcomes. Relational teaching principles—understanding student context, building trust, fostering connection, and offering structured support—are embedded throughout course design. A central component of this intentional design is the integration of The HistoryMakers Digital Archive (THMDA) as socially engaged pedagogy. By grounding inquiry in lived narratives and plural perspectives, THMDA anchors learning in real-world contexts and human experience. The case study illustrates how this integrated approach is operationalized through course assignments structured around three core commitments: equity and inclusion, student co-construction of meaning, and real-world relevance. Assignments prioritize creation, interpretation, dialogue, and contextual judgment rather than content reproduction. Preliminary evidence from course implementation indicates increased student engagement, stronger theoretical application, greater transparency in AI use, and deeper reflective learning. The study contributes a practical, human-centered model demonstrating how reversed assessment design, relational pedagogy, and intentional use of socially engaged knowledge sources can support innovation and transformative learning in contemporary higher education.