Bloom's Digital Taxonomy
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Bloom's Digital Taxonomy (/Bloom%27s+Digital+Taxonomy) Edit 6 (/Bloom%27s+Digital+Taxonomy#discussion) 62 (/page/history/Bloom%27s+Digital+Taxonomy) … (/page/menu/Bloom%27s+Digital+Taxonomy) Table of Contents Synopsis: Key Resources Bloom's Digital Taxonomy Quick Sheets. Introduction and Background: Bloom's Domains of learning The Cognitive Domain Bloom's Taxonomy Bloom's Revised Taxonomy Bloom's Revised Taxonomy Sub Categories Bloom's as a learning process. Is it important where you start? Must I start with remembering? Bloom's Digital Taxonomy Bloom's Digital Taxonomy Summary Map Bloom's Digital Taxonomy and Collaboration. Resources: Web 2.0 Tutorials Acknowledgements: Table of Contents Synopsis: Key Resources Bloom's Digital Taxonomy Quick Sheets. Introduction and Background: Bloom's Domains of learning The Cognitive Domain Bloom's Taxonomy Bloom's Revised Taxonomy Bloom's Revised Taxonomy Sub Categories Bloom's as a learning process. Is it important where you start? Must I start with remembering? Bloom's Digital Taxonomy Bloom's Digital Taxonomy Summary Map Bloom's Digital Taxonomy and Collaboration. Resources: Web 2.0 Tutorials Acknowledgements: This is the introduction to Bloom's Digital Taxonomy. The different taxonomical levels can be viewed individually via the navigation bar or below this introduction as embedded pages. Synopsis: This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, infowhelm (the exponential growth in information), increasing ubiquitous personal technologies or cloud computing. Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example. Bookmarking a resource is of no value if the resource is inappropriate, invalid, out of date or inaccurate. Bloom's Digital Taxonomy lends itself to problem and project based learning where the student must work through the entire process of development and evaluation. The 21st Century Fluency Projects 6D model for Solution Fluency is an excellent example of how to work through the project or problem based learning frame work. Bloom's Digital Taxonomy has been translated into Spanish by Claudia Uribe de Piedrahita, the Director of Eduteka and is available at http://www.eduteka.org/TaxonomiaBloomDigital.php Key Resources bloom's Digital taxonomy v3.01.pdf Details Download 14 MB blooms elluminate.pdf Details Download 11 MB TaxonomiaBloomDigital.pdf Details Download 531 KB Bloom's Digital Taxonomy Quick Sheets. The Bloom's Digital Taxonomy Quicksheets are resources I have created as a quick and easy summary of the six different taxonomic levels of Bloom's Digital Taxonomy. They define the different taxonomic levels, provide the Digital Taxonomy Verbs with some possibilities for classroom use. Bloom's quicksheets.pdf Details Download 1 MB Introduction and Background: Bloom's Domains of learning In the 1956, Benjamin Bloom, an educational psychologist working at the University of Chicago, developed his taxonomy of Educational Objectives . His taxonomy of learning objectives has become a key tool in structuring and understanding the learning process. He proposed that learning fits into one of three psychological domains (see below illustration 1): the Cognitive domain – processing information, knowledge and mental skills. the Affective domain – emotions, attitudes and feelings. the Psychomotor domain – manipulative, manual or physical skills.
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Bloom'sDigitalTaxonomy(/Bloom%27s+Digital+Taxonomy) Edit 6(/Bloom%27s+Digital+Taxonomy#discussion) 62(/page/history/Bloom%27s+Digital+Taxonomy)
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TableofContentsSynopsis:
KeyResourcesBloom'sDigitalTaxonomyQuickSheets.
IntroductionandBackground:Bloom'sDomainsoflearningTheCognitiveDomainBloom'sTaxonomyBloom'sRevisedTaxonomyBloom'sRevisedTaxonomySubCategories
Bloom'sasalearningprocess.
Isitimportantwhereyoustart?MustIstartwithremembering?
Bloom'sDigitalTaxonomyBloom'sDigitalTaxonomySummaryMap
Bloom'sDigitalTaxonomyandCollaboration.
Resources:Web2.0Tutorials
Acknowledgements:
TableofContentsSynopsis:
KeyResourcesBloom'sDigitalTaxonomyQuickSheets.
IntroductionandBackground:Bloom'sDomainsoflearningTheCognitiveDomainBloom'sTaxonomyBloom'sRevisedTaxonomyBloom'sRevisedTaxonomySubCategories
Bloom'sasalearningprocess.
Isitimportantwhereyoustart?MustIstartwithremembering?
Bloom'sDigitalTaxonomyBloom'sDigitalTaxonomySummaryMap
Bloom'sDigitalTaxonomyandCollaboration.
Resources:Web2.0Tutorials
Acknowledgements:
ThisistheintroductiontoBloom'sDigitalTaxonomy.Thedifferenttaxonomicallevelscanbeviewedindividuallyviathenavigationbarorbelowthisintroductionasembeddedpages.
Synopsis:ThisisanupdatetoBloom'sRevisedTaxonomywhichattemptstoaccountforthenewbehavioursandactionsemergingastechnologyadvancesandbecomesmoreubiquitous.Bloom'sRevisedTaxonomydescribesmanytraditionalclassroompractices,behavioursandactions,butdoesnotaccountforthenewprocessesandactionsassociatedwithWeb2.0technologies,infowhelm(theexponentialgrowthininformation),increasingubiquitouspersonaltechnologiesorcloudcomputing.Bloom'sDigitalTaxonomyisn'taboutthetoolsortechnologiesratheritisaboutusingthesetofacilitatelearning.Outcomesonrubricsaremeasuredbycompetenceofuseandmostimportantlythequalityoftheprocessorproduct.Forexample.Bookmarkingaresourceisofnovalueiftheresourceisinappropriate,invalid,outofdateorinaccurate.Bloom'sDigitalTaxonomylendsitselftoproblemandprojectbasedlearningwherethestudentmustworkthroughtheentireprocessofdevelopmentandevaluation.The21stCenturyFluencyProjects 6DmodelforSolutionFluency isanexcellentexampleofhowtoworkthroughtheprojectorproblembasedlearningframework.
Bloom'sDigitalTaxonomyhasbeentranslatedintoSpanishbyClaudiaUribedePiedrahita,theDirectorofEdutekaandisavailableathttp://www.eduteka.org/TaxonomiaBloomDigital.php
KeyResources
bloom'sDigitaltaxonomyv3.01.pdfDetails Download 14MB
bloomselluminate.pdfDetails Download 11MB
TaxonomiaBloomDigital.pdfDetails Download 531KB
Bloom'sDigitalTaxonomyQuickSheets.TheBloom'sDigitalTaxonomyQuicksheetsareresourcesIhavecreatedasaquickandeasysummaryofthesixdifferenttaxonomiclevelsofBloom'sDigitalTaxonomy.Theydefinethedifferenttaxonomiclevels,providetheDigitalTaxonomyVerbswithsomepossibilitiesforclassroomuse.
Bloom'squicksheets.pdfDetails Download 1MB
IntroductionandBackground:
Bloom'sDomainsoflearningInthe1956,BenjaminBloom, aneducationalpsychologistworkingattheUniversityofChicago,developedhistaxonomyofEducationalObjectives .Histaxonomyoflearningobjectiveshasbecomeakeytoolinstructuringandunderstandingthelearningprocess.Heproposedthatlearningfitsintooneofthreepsychologicaldomains(seebelowillustration1):
theCognitivedomainprocessinginformation,knowledgeandmentalskills.theAffectivedomainemotions,attitudesandfeelings.thePsychomotordomainmanipulative,manualorphysicalskills.
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BloomsDomainsoflearning.MadewithCMap
BloomsDomainsoflearning.MadewithCMap
BenjaminBloom isbestknowfor,Bloom'sTaxonomywhichexamineslooksatthecognitivedomain.Thisdomaincategorizesandordersthinkingskillsandobjectives.Histaxonomyfollowsthethinkingprocess.
TheCognitiveDomainBloom'sTaxonomyThiscategorizedandorderedthinkingskillsandobjectives.Histaxonomyfollowsthethinkingprocess.Youcannotunderstandaconceptifyoudonotfirstrememberit,similarlyyoucannotapplyknowledgeandconceptsifyoudonotunderstandthem.ItisacontinuumfromLowerOrderThinkingSkills(LOTS)toHigherOrderThinkingSkills(HOTS).Bloomdescribeeachcategoryasagerund.Theyarearrangedbelowinincreasingorder,fromlowerordertohigherorder.
Drawing1.Bloom'sTaxonomy
Drawing1.Bloom'sTaxonomy
Bloom'sRevisedTaxonomyInthe1990's,aformerstudentofBloom,LorinAndersonandDavidKrathwohl ,revisedBloom'sTaxonomyandpublishedthisBloom'sRevisedTaxonomyin2001.Keytothisistheuseofverbsratherthannounsforeachofthecategoriesandarearrangementofthesequencewithinthetaxonomy.Theyarearrangedbelowinincreasingorder,fromLowerOrderThinkingSkills(LOTS)toHigherOrderThinkingSkills(HOTS).
Drawing2.Bloom'sRevisedTaxonomy
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Drawing2.Bloom'sRevisedTaxonomy
Bloom'sRevisedTaxonomySubCategoriesEachofthecategoriesortaxonomicelementshasanumberofkeyverbsassociatedwithit.LowerOrderThinkingSkills(LOTS)
RememberingRecognising,listing,describing,identifying,retrieving,naming,locating,findingUnderstandingInterpreting,Summarising,inferring,paraphrasing,classifying,comparing,explaining,exemplifyingApplyingImplementing,carryingout,using,executingAnalysingComparing,organising,deconstructing,Attributing,outlining,finding,structuring,integratingEvaluatingCheck ing,hypothesising,critiquing,Experimenting,judging,testing,Detecting,MonitoringCreatingdesigning,constructing,planning,producing,inventing,devising,mak ing
HigherOrderThinkingSkills(HOTS)
TheelementscovermanyclassroomactivitiesandobjectivesbuttheydonotaddressthenewobjectivespresentedbytheemergenceandintegrationofInformationandCommunicationTechnologiesintotheclassroomandthelivesofourstudents.ThisrevisionisfundamentallybasedontherevisedtaxonomyproposedbyAndersonetal,butismoreinclusiveofdigitaltechnologiesanddigitalcognitiveobjectives.
Bloom'sasalearningprocess.Bloom'sTaxonomyinitsvariousformsrepresentstheprocessoflearning.IthasbeensimplifiedinsomecaseliketheThreeStoryIntellect(OliverWendellHolmesandArtCosta),butitstillessentiallyrepresentshowwelearn.
BeforewecanunderstandaconceptwehavetorememberitBeforewecanapplytheconceptwemustunderstanditBeforeweanalyseitwemustbeabletoapplyitBeforewecanevaluateitsimpactwemusthaveanalyseditBeforewecancreatewemusthaveremembered,understood,applied,analysed,andevaluated.
Somepeoplemayargueaboutthatyoudonotrequiresomeofthestagesforeachandeverytask,actionorprocesssometoomayargueaboutthenecessitytoreachthecreationlevelforallactivities.Thisisthechoiceoftheindividual.
Isitimportantwhereyoustart?MustIstartwithremembering?Idon'tthinkitis.Thelearningcanstartatanypoint,butinherentinthatlearningisgoingtobethepriorelementsandstages.
Bloom'sDigitalTaxonomy
Bloom'sDigitalTaxonomySummaryMap
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TableofContentsRemembering
AndersonandKrathwohl'staxonomyRememberingKeyTermsRemembering:Rubricsandresources
Bloom'sDigitalTaxonomyConceptmap.
Bloom'sDigitalTaxonomyConceptmap.
Bloom'sDigitalTaxonomyandCollaboration.IntheDiagramabove,Collaborationisincludedasaseparateelementaswellassomeelementsbeingshared.Collaborationcantakemanyforms(seeabove)andvalueofthecollaborationcanvaryhugely.Thisisoftenindependentofthemechanismusedtocollaborate.Alsocollaborationisnotanintegralpartofthelearningprocessfortheindividual,youdon'thavetocollaboratetolearn,butoftenyourlearningisenhancebydoingso.Collaborationisa21stCenturyskillofincreasingimportanceandonethatisusedthroughoutthelearningprocess.InsometaxonomiclevelsthecollaborationverbsareincludedasanelementofBloom'sDigitaltaxonomyandinothersitsisjustamechanismwhichcanbeusetofacilitatehigherorderthinkingandlearning.
Collaborationisnota21stCenturySkill,itisa21stCenturyEssential.
Inarecentblogpostfromtheofficialgoogleblog,Googleidentifiedthefollowingaskeytraitsorabilitiesin21stCenturyEmployees:...communicationskills.Marshallingandunderstandingtheavailableevidenceisn'tusefulunlessyoucaneffectivelycommunicateyourconclusions....teamplayers.VirtuallyeveryprojectatGoogleisrunbyasmallteam.Peopleneedtoworkwelltogetherandperformuptotheteam'sexpectations.Source:http://googleblog.blogspot.com/2008/07/ourgoogleyadvicetostudentsmajorin.html
IfwelookatUNESCO'spublicationThefourpillarsofEducation, Learning:TheTreasurewithinCollaborationisakeyelementofeachofthefourpillars.
LearningtoknowLearningtodoLearningtolivetogetherLearningtobe
(http://www.unesco.org/delors/fourpil.htm )[10]
Sotoprepareourstudents,ourteachingshouldalsomodelcollaboration.Avastarrayofcollaborativetoolsareavailablewikis,classroomblogs,collaborativedocumenttools,socialnetworks,learningmanagementsystemsManyareavailableatnocost.Ifyouhavenotyettriedthem,lookat:
WikiswetpaintandwikispacesClassroomblogsedublogs,classroomblogmeister,blogger,WordPressCollaborativedocumenttoolsGoogledocuments,zohodocuments,icloudSocialNetworksning,facebook,twitter,instagram,LearningmanagementssystemsMoodle,Blackboard,edmodo,Canvas,JoomlaLMS,SharepointLMS,Ning,LAMSSocialbookmarkingDelicious,DIIGO,Digg,Reddit,Pinterest,StumbleUpon
Thesetoolsareenablersofcollaboration,andpotentiallyenablersof21stcenturyteachingandlearning.
Remembering
Remembering
externalimageremembering300x155.jpg
Whiletherecallofknowledgeisthelowestofthetaxonomiclevelsitiscrucialtolearning.Rememberingdoesnotneccesarilyhavetooccurasadistinctactivity.Forexample.Therotelearningoffactsandfigures.Rememberingorrecallisreinforcedbyapplicationinhigherlevelactivities.
RecognisingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Blooms_searching.jpg
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TableofContentsUnderstanding
AndersonandKrathwohl'staxonomyUnderstandingKeyTermsUnderstanding:Rubricandresources
AndersonandKrathwohl'staxonomyRemembering1.Remembering:Retrieving,recallingorrecognisingknowledgefrommemory.Rememberingiswhenmemoryisusedtoproducedefinitions,factsorlists,orreciteorretrievematerial.
Thiselementofthetaxonomyinferstheretrievalofmaterial.Inadigitalage,giventhevastamountofinformationavailabletousitisnotrealistictoexpectstudentstoremembereveryfactorfigure.However,itiscrucialthatstudentscanusedigitalmeanstofind,record,organise,manageandretrievetheimportantresourcestheyneed.Thisisakeyelementgiventhegrowthinknowledgeandinformation.Thedigitaladditionsandtheirjustificationsareasfollows:
BulletpointingThisisanalogouswithlistingbutinadigitalformat.HighlightingThisisakeyelementofmostproductivitysuites,encouragingstudentstopickoutandhighlightkeywordsandphrasesisatechniquesforrecall.Bookmarkingorfavouritingthisiswherethestudentsmarkforlaterusewebsites,resourcesandfiles.Studentscanthenorganisethese.Socialnetworkingthisiswherepeopledevelopnetworksoffriendsandassociates.Itforgesandcreateslinksbetweendifferentpeople.Likesocialbookmarks(seebelow)asocialnetworkcanformakeyelementofcollaboratingandnetworkingSocialbookmarkingthisisanonlineversionoflocalbookmarkingorfavourites,itismoreadvancedbecauseyoucandrawonothersbookmarksandtags.Whilehigherorderthinkingskillslike,collaboratingandsharing,cananddomakeuseoftheseskills,thisisitssimplestformasimplelistofsitessavedtoanonlineformatratherthanlocallytothemachine.SearchingorgooglingSearchenginesarenowkeyelementsofstudentsresearch.Atitssimplestfor(here)studentarejustenteringakeywordorphraseintothebasicentrypaneofthesearchengine.Thisskilldoesnotrefinethesearchbeyondthekeyworkorterm.
KeyTermsRemembering:Recognising,listing,describing,identifying,retrieving,naming,locating,finding,Bulletpointing,highlighting,bookmarking,socialnetworking,Socialbookmarking,favouriting/localbookmarking,Searching,googling,
externalimagerememberingdigital300x154.jpg
Rubricsandresources
bookmarkingrubric.pdf
deliciousv2.pdf
Understanding
Understanding
externalimageunderstanding300x155.jpg
Understandingbuildsrelationshipsandlinksknowledge.Atthistaxonomiclevelthestudentsshouldunderstandtheprocessesandconceptsessentiallytheyareabletoexplainordescribethese.Theycansummariseandrephrasetheseintotheirownwords.
Thereisacleardifferencebetweenremembering,therecalloffactsandknowledgeinitsvariousformslikelisting,bulletpoints,highlightingetc,andunderstanding.Oneonlyhastolookattheyoungchildwhocancountfrom1to10butcannottellyouhowmanyfingersyouareholdingup.Orthestudentwhocanreciteforyouthefirst20elementsoftheperiodictableinsequencebutcannottellyouabouteachorrelatetheirpositioninthetabletothenumberofelectronsintheoutershellandfromthereexplainthebehaviouroftheelement.ThisUnderstandingisbuildingrelationshipsandconstructingmeaning
ThefollowingaresomeofthekeytermsforthisaspectoftheTaxonomy.
Interpreting
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TableofContentsApplying
AndersonandKrathwohl'staxonomyApplyingKeyTermsApplying:
Rubricsandresources
SummarisingInferringParaphrasingClassifyingComparingExplainingExemplifying
bloom's_and_wordprocessing.jpg
AndersonandKrathwohl'staxonomyUnderstanding2.Understanding:Constructingmeaningfromdifferenttypesoffunctionbetheywrittenorgraphic.
Thedigitaladditionsandtheirjustificationsareasfollows:
AdvancedandBooleanSearchingThisisaprogressionfromthepreviouscategory.Studentsrequireagreaterdepthofunderstandingtobeabletocreate,modifyandrefinesearchestosuittheirsearchneeds.BlogJournallingThisisthesimplestoftheusesforablog,simplyastudenttalkswritesortypeadailyortaskspecificjournal.Thisshowabasicunderstandingoftheactivityreportupon.Theblogcanbeusedtodevelophigherlevelthinkingwhenusedfordiscussionandcollaboration.Categorising&Taggingdigitalclassificationorganisingandclassifyfiles,websitesandmaterialsusingfolders,usingDel.ico,usandothersimilartoolsbeyondsimplebookmarking.Thiscanbeorganising,structuringandattributingonlinedata,metataggingwebpagesetc.StudentsneedtobeableunderstandthecontentofthepagestobeabletotagitCommentingandannotatingavarietyoftoolsexistthatallowtheusertocommentandannotateonwebpages,pdffilesandotherdocuments.Theuserisdevelopingunderstandingbysimplycommentingonthepages.Thisisanalogouswithwritingnotesonhandouts,butispotentiallymorepowerfulasyoucanlinkandindexthese.SubscribingSubscriptiontakesbookmarkinginitsvariousformsandsimplereadingonelevelfurther.Theactofsubscriptionbyitselfdoesnotshowordevelopunderstandingbutoftentheprocessofreadingandrevisitingthesubscribefeedsleadstogreaterunderstanding.
KeyTermsUnderstanding:Interpreting,Summarising,inferring,paraphrasing,classifying,comparing,explaining,exemplifying,Advancedsearching,booleansearching,blogjournalling,tagging,categorisingandtagging,commenting,annotating,subscribing
externalimageunderstandingdigital300x155.jpg
Rubricandresources
bloggingrubric.pdf
threadeddiscussionrubric.pdf(ThisisatwopartrubricwithEvaluatinginthemorecomplexformat)
advancedsearchrubric.pdf
StartersheetAdvGooglesearch.pdf
Applying
Applying"Alanlookedatthebeakerofclearliquidthathadturnedalightshadeofredasheaddedlitmusliquid.Herecalledthefactsaboutlitmuspaperwhichchangescolourwhenexposedtoanacidorabase(alkaline).Heunderstoodthattheredchangeindicatedanacidandblueabase.Heappliedthisknowledgetodiscoverwhathecouldabouttheunknownliquidhehadfoundintheoldsoftdrink bottle.Hequick lyrealisedthattheliquidwasnotjustwaterandwasunsafetohandle."
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Inthisexampleastudentappliedfactsandprocesshehadlearnttoasituation.Applyingcouldbeusingaprocess,skillorsetoffacts.
ThefollowingaresomeofthekeytermsforthisaspectoftheTaxonomy.
externalimageapplying300x153.jpg
CarryingoutUsingExecutingImplementingShowingExhibiting
bloom's_and_DTP.jpg
AndersonandKrathwohl'staxonomyApplying3.Applying:Carryingoutorusingaprocedurethroughexecutingorimplementing.Applyingrelatedandreferstosituationswherelearnedmaterialisusedthroughproductslikemodels,presentation,interviewsandsimulations.
Thedigitaladditionsandtheirjustificationsareasfollows:
RunningandoperatingThistheactionofinitiatingaprogram.Thisisoperatingandmanipulatinghardwareandapplicationstoobtainabasicgoalorobjective.PlayingTheincreasingemergenceofgamesasamodeofeducationleadstotheinclusionofthisterminthelist.Studentswhosuccessfullyplayoroperateagame/sareshowingunderstandingofprocessandtaskandapplicationofskills.UploadingandSharinguploadingmaterialstowebsitesandthesharingofmaterialsviasiteslikeflickretc.Thisisasimpleformofcollaboration,ahigherorderskill.Hackinghackinginitssimplerformsisapplyingasimplesetofrulestoachieveagoalorobjective.EditingWithmostmedia's,editingisaprocessoraprocedurethattheeditoremploys.
KeyTermsApplying:Implementing,carryingout,using,executing,running,loading,playing,operating,hacking,uploading,sharing,editing
externalimageapplyingdigital300x153.jpg
Rubricsandresources
wikiedittingrubricv2.pdf
collaborationrubric.pdfusingelluminateetc
Skyperubric.pdfalsoevaluatingelement
iwb_use_rubric.pdfTeachers
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TableofContentsAnalysing
AndersonandKrathwohl'staxonomyAnalysingKeyTermsAnalysing:RubricsandResources:
IWBtaxonomystudents.pdf
googlemapsrubric.pdf
startersheetgooglemaps.pdf
collaborativeeditingusingonlineWPrubric.pdf
Analysing
Analysing"AlisonsentanemailtoherclassmateswiththeURLorwebaddressofthegoogleformshehadcreated.TheGoogleformaskedherpeers10basicquestionsaboutthemselves.Theseincludedtheirage,ethinicity,sex,suburbtheylivedinandwhethertheyhadamobilephone.Shecollectedinthedata(Rawfactsandfigures)andprocessedtheseintoinformation(processedandorganiseddata).Shewasabletopresentherfindingsasaseriesofgraphsincludingapiegraphforsex,andahistogramorbargraphforage,andasamapshowingthelocalsuburbsandthenumberofherpeersineach.Shehaslinkedthedataintheform,spreadsheetandgraph."
Alisonhasappliedaprocesstodevelopagoogleformtocollectinformation.Oncetheinformationiscollectedshehasprocessedthedataintoagraphicalformatandisabletoorganise,structureandcomparetheinformationshehasprocessed.Shehasselectedsuitablegraphsandmodeofpresentationbasedonthedatatypescontinuousanddiscontinuousdata.Shehasusedavarietyoftechnologiestoenablehertocollect,process(structureandorganise)andcompareherresults.
ThefollowingaresomeofthekeytermsforthisaspectoftheTaxonomy.
ComparingContrastOrganisingDeconstructingAttributingOutliningFindingStructuringIntegrating
externalimageanalysing300x156.jpg
AndersonandKrathwohl'staxonomyAnalysing4.Analysing:Breakingmaterialorconceptsintoparts,determininghowthepartsrelateorinterrelatetooneanotherortoanoverallstructureorpurpose.Mentalactionsincludedifferentiating,organizingandattributingaswellasbeingabletodistinguishbetweencomponents.
Thedigitaladditionsandtheirjustificationsareasfollows:
Mashingmashupsaretheintegrationofseveraldatasourcesintoasingleresource.MashingdatacurrentlyisacomplexprocessbutasmoreoptionsandsitesevolvethiswillbecomeanincreasinglyeasyandaccessiblemeansofanalysisLinkingthisisestablishingandbuildinglinkswithinandoutsideofdocumentsandwebpages.Reverseengineeringthisisanalogouswithdeconstruction.Itisalsorelatedtocrackingoftenwithoutthenegativeimplicationsassociatedwiththis.Crackingcrackingrequiresthecrackertounderstandandoperatetheapplicationorsystembeingcracked,analyseitsstrengthsandweaknessesandthenexploitthese.
KeyTermsAnalysing:Comparing,organising,deconstructing,Attributing,outlining,finding,structuring,integrating,Mashing,linking,reverseengineering,cracking,mindmapping.
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TableofContentsEvaluating
AndersonandKrathwohl'sTaxonomyEvaluatingKeyTermsEvaluating:Rubrics
externalimageanalysingdigital300x156.jpg
RubricsandResources:
startersheetgoogleforms.pdf
Evaluating
Evaluating"OliviareadthroughthecommentsleftontheprojectblogbyherclassmatesandthestudentsinFrank linCountyHighSchool.Theoriginalpostontheeffectoftechnologyontheclassroomhaddrawnmanyresponses.Somewerepositiveandsomewerenegative.Shereadeachoneandconsideredwhetherornotsheshouldapprovethem.Sheevaluatedthepointstheyputforward,thelanguageandtonetheyarewrittenin,thepossibilitythattheycouldbemisconstrudedorofferoffense,judgingtheworthofthecomments."
Blogsarepowerfultoolsforlearning.Theyprovideamediumwithwhichtocommentandcritique.InthisexampleAlisionisevaluatingthecommentsinthemoderationprocess.Sheisessentiallycritiquing,judging,checkingandmonitoring.Thestudentswhopostcommenttothepostsarealsoevaluatingthepostorthereplysubmitted.ThefollowingaresomeofthekeytermsforthisaspectoftheTaxonomy.
CheckingHypothesisingCritiquingExperimentingJudgingTestingDetectingMonitoring
externalimageevaluating300x154.jpg
AndersonandKrathwohl'sTaxonomyEvaluating5.Evaluating:Makingjudgementsbasedoncriteriaandstandardsthroughcheckingandcritiquing..
Thedigitaladditionsandtheirjustificationsareasfollows:
Blog/vlogcommentingandreflectingConstructivecriticismandreflectivepracticeareoftenfacilitatedbytheuseofblogsandvideoblogs.Studentcommentingandreplyingtopostingshavetoevaluatethematerialincontextandreplytothis.Postingpostingcommentstoblogs,discussionboards,threadeddiscussionsareincreasinglycommentelementsofstudentsdailypractice.Goodpostingslikegoodcommentsarenotsimpleonelineanswersrathertheystructuredandconstructedtoevaluatethetopicorconcept.ModeratingThisishighlevelevaluation,themoderatormustbeabletoevaluateapostingorcommentfromavarietyofperspectives,assessingitsworth,valueandappropriateness.CollaboratingandnetworkingCollaborationisanincreasingfeatureofeducation.Inaworldincreasinglyfocusedoncommunication,collaboration,leadingtocollectiveintelligenceisakeyaspect.Effectivecollaborationinvolvesevaluatingthestrengthsandabilitiesofthetheparticipantsandevaluatingthecontributiontheymake.Networkingisafeatureofcollaboration,contactingandcommunicatingwithrelevantpersonviaanetworkofassociates.Testing(AlphaandBeta)Testingofapplications,processesandproceduresisakeyelementinthedevelopmentofanytool.Tobeaneffectivetesteryoumusthavetheabilityofanalysethepurposeofthetoolorprocess,whatitscorrectfunctionshouldbeandwhatitscurrentfunctionis.ValidatingWiththewealthofinformationavailabletostudentscombinedwiththelackofauthenticationofdata,studentsoftodayandtomorrowmustbeabletovalidatetheveracityoftheirinformationsources.Todothistheymustbeabletoanalysethedatasourcesandmakejudgementsbasedonthese.
KeyTermsEvaluating:Checking,hypothesising,critiquing,experimenting,judging,testing,detecting,monitoring,(Blog/vlog)commenting,reviewing,posting,moderating,collaborating,networking,reflecting,(Alpha&beta)testing,Validating.
WikispacesClassroomisnowfree,social,andeasierthanever.Tryittoday.(http://www.wikispaces.com/t/y/classroomswitch/banner/2/)
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TableofContentsCreating
AndersonandKrathwohl'staxonomyCreatingKeyTermsCreating:Rubricandresources
externalimageevaluatingdigital300x153.jpg
Rubrics
Skyperubric.pdfalsoapplyingelement
validatingrubric.pdf
2threadeddiscussionrubric.pdf(Thisisatwopartrubricwithunderstandinginthesimplerformat)
Creating
Creating"Theconceptwasdetailedandtheoutcomesclearlyidentified.Thestoryboardwasconstructedandtransitions,timingandscenedetailed.Thepicturesweretakenandthemusicsourced.AliandKendalluploadedthecontenttoAnimoto,theonlinevideotool,andstructuredtheproduct,addingtextandtransitionstoillustratetheirmessageinthe30secondtimeframetheyhad.Applyingtheprocessestheyhadlearntearlier.Theyranandrerantheclip,evaluatingtheimpactoftheirmessage,modifyingthesequenceandjudgingthechangestheyhadmade.Finallysatisfiedtheypublishedtotheblogthecliptheyhaddesigned,constructed,directedandproduced."
Creativityinvolvesalloftheotherfacetsofthetaxonomy.Inthecreativeprocessthestudent/s,remembers,understands&appliesknowledge,analysesandevaluatesoutcomes,results,successesandfailuresaswellasprocessestoproduceafinalproduct.ThefollowingaresomeofthekeytermsforthisaspectoftheTaxonomy.
DesigningConstructingPlanningProducingInventingDevisingMaking
externalimagecreating300x154.jpg
AndersonandKrathwohl'staxonomyCreating6.Creating:Puttingtheelementstogethertoformacoherentorfunctionalwholereorganisingelementsintoanewpatternorstructurethroughgenerating,planningorproducing.
Thedigitaladditionsandtheirjustificationsareasfollows:
ProgrammingWhetheritiscreatingtheirownapplications,programmingmacrosordevelopinggamesormultimediaapplicationswithinstructuredenvironments,studentsareroutinelycreatingtheirownprogramstosuittheirneedsandgoalsFilming,animating,videocasting,podcasting,mixingandremixingtheserelatetotheincreasingtrendandavailabilityofmultimediaandmultimediaeditingtools.Studentsfrequentlycapture,create,mixandremixcontenttoproduceuniqueproducts.Directingandproducingtodirectingorproducingaproduct,performanceorproductionisahighlycreativeproduct.Itrequiresthestudenttohavevision,understandthecomponentsandmeldtheseintoacoherentproduct.Publishingwhetherviatheweborfromhomecomputers,publishingintext,mediaordigitalformatsisincreasing.Againthisrequiresahugeoverviewofnotonlythecontentbeingpublished,buttheprocessandproduct.RelatedtothisconceptarealsoVideobloggingtheproductionofvideoblogs,bloggingandalsowikiingcreating,addingtoandmodifycontentinwikis.CreatingorbuildingMashupswouldalsofithere
KeyTermsCreating:designing,constructing,planning,producing,inventing,devising,making,programming,filming,animating,Blogging,Videoblogging,mixing,
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(http://www.wikispaces.com/user/view/msrdgtchr)3PartExplanationmsrdgtchr(http://www.wikispaces.com/user/view/msrdgtchr) Feb1,2013
remixing,wikiing,publishing,videocasting,podcasting,directing/producing,creatingorbuildingmashups
externalimagecreatingdigital300x154.jpg
Rubricandresources
Publishingpodcastingrubric.pdf
digitalpublishingrubric.pdf
startersheetvoicethread.pdf
Resources:
Anderson,L.W.,andD.Krathwohl(Eds.)(2001).ATaxonomyforLearning,TeachingandAssessing:aRevisionofBloom'sTaxonomyofEducationalObjectives.Longman,NewYork.
Crockett,L.Jukes,I.Churches,A.(2011)Literacyisnotenough.CorwinPress
GlobalDigitalCitizenshipFoundation.21stCenturyFluencies.http://globaldigitalcitizen.com
http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomyhttp://coe.sdsu.edu/eet/Articles/bloomrev/http://www.ops.org/reading/blooms_taxonomy.htmlhttp://teachingacademy.wisc.edu/archive/Assistance/course/blooms2.htmhttp://www.techlearning.com/showArticle.php?articleID=196605124
Web2.0TutorialsWithoutadoubtoneofthebestresourcesonthewebforweb2.0Technologiesisthecommoncraft show.LeeLeFever'sproductionsareclear,simpleandtothepointmostofalltheyare"InPlainEnglish".Herearethelinks:
http://www.commoncraft.com/Twitterhttp://www.commoncraft.com/photosharinghttp://www.commoncraft.com/bookmarkingplainenglishhttp://www.commoncraft.com/videosocialnetworkinghttp://www.commoncraft.com/videowikisplainenglishhttp://www.commoncraft.com/rss_showhttp://www.commoncraft.com/blogshttp://www.commoncraft.com/videogoogledocshttp://www.commoncraft.com/mylocationhttp://www.commoncraft.com/wetpaint
externalimagecommoncraft_logo.gif
Acknowledgements:Forassistance,discussionandoftenpunctuation...MiguelGuhlin,SherylNussbaumBeach,AlanKnightbridge,SueCattell,RaewynCasey,MargMcLeod,DougDeKock,RodFee
