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Bloom's Digital Taxonomy

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John Duggan

on 4 February 2013

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Transcript of Bloom's Digital Taxonomy

Taxonomy 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.
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:

•the Cognitive domain – processing information, knowledge and mental skills

•the Affective domain – attitudes and feelings

•the Psychomotor domain – manipulative, manual or physical skills This categorised and ordered thinking skills and objectives. His taxonomy follows the thinking process. You cannot understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). In the 1990's, a former student of Bloom, Lorin Anderson and David Krathwohl, revised Bloom's Taxonomy and published Bloom's Revised Taxonomy in 2001.
Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. Lower Order Thinking Skills (LOTS)
•Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding

•Understanding - Interpreting, summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

•Applying - Implementing, carrying out, using, executing

•Analysing - Comparing, organising, deconstructing, attributing, outlining, finding, structuring, integrating

•Evaluating - Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring

•Creating - designing, constructing, planning, producing, inventing, devising, making
Higher Order Thinking Skills (HOTS) The elements cover many classroom activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies in to the classroom and the lives of our students.
This revision is fundamentally based on the revised taxonomy proposed by Anderson et al, but is more inclusive of digital technologies and digital cognitive objectives. Benjamin Bloom
1913-1999 Bloom's Domains of learning The Cognitive Domain Revised Taxonomy Each of the categories or taxonomic elements has a number of key verbs associated with it: Remembering Understanding Analysing Evaluating Creating Applying Further Reading http://www.marcprensky.com/ http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy http://zaidlearn.blogspot.co.uk/2012/10/a-juicy-collection-of-blooms-digital.html Twitter Mindmaps/diagrams http://www.exploratree.org.uk/ http://www.mindmeister.com/ http://www.gliffy.com/ http://www.studyblue.com/#flashcard/view/5072464 Flashcards http://quizlet.com/ http://www.flashcardmachine.com Blogs http://hermitagemediadannyo.blogspot.co.uk/ http://stevensenglishlit.blogspot.co.uk/ http://veerasundar.com/timelinr/ Timeline http://www.dipity.com/timeline/Csi-Miami/
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