{'fraction_non_alphanumeric': 0.014866204162537165, 'fraction_numerical': 0.0, 'mean_word_length': 5.516129032258065, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Use and Misuse of Taxonomies of Learning: Integrated Educational Goals in Computer Science Curricula

Most systematic design procedures for either curricula or courses start from a description of educational goals. These goals are then decomposed into more specific objectives which are categorized according to some taxonomy of learning. The basic idea is that different categories of goals and objectives correspond with different optimal instructional methods. However, for complex intellectual skills a set of subskills is performed. The ability to perform each of those subskills separately does not guarantee that the skills can be coordinated and integrated in performing real-world tasks. This problem is known as the problem of 'integrated goals' or 'multiple objectives'. This paper argues that educational goals and objectives should be seen and treated as highly integrated and interrelated during the whole educational design process. Approaches to dealing with multiple objectives are discussed.