Bloom

= = =** Bloom's Digital Taxonomy **=

Bloom's taxonomy of learning objectives is considered one of the most important tools for educators. According to Bloom, learning follows a continuum from LOTS (Lower Order Thinking Skills) to HOTS (Higher Order Thinking Skills). In other words, first you need to know a concept, later you comprehend it, after that, you can apply it and analyze it. Finally, you will be able to synthesize and evaluate that concept.

Bloom's taxonomy was revised in the 1990s by Lorin Anderson and David Krathwohl. The following changes ocurred after their revision:


 * 1) The levels were phrased in verbs, instead of nouns.
 * 2) Evaluating and Synthesizing switched places; Synthesizing was changed for Creating.
 * 3) Descriptors and Essential Questions were added to each level.

Andrew Churches identified the need for adapting Bloom's Taxonomy to the digital era. He revised the taxonomy and added verbs and examples to match the new millennium teaching practices:

=** Digital Activities to Match Bloom's Taxonomy **= The examples and worksheets below were retrieved from @http://edorigami.wikispaces.com.


 * ==Remembering==

This level refers to retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. Source



Possible activities for this level : __**Bullet Pointing:**__ Listing in a digital Format. __**Highlighting:** Using the highlighting tool on Word documents. __**Searching or "Googling":**__ Finding information through search engines. E.g. Google. __**Social networking:**__ Adding and Sharing pages on bookmarking sites like ikeepbookmarks.com or delicious.com. The following examples were retrieved from Andrew Churches wiki site ||   ||
 * Bookmarks and Favorites:**__ Saving Web sites to the browser favorites/bookmarks toolbar.
 * ==** Understanding **==
 * ==** Understanding **==

This level deals with constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Source



Possible activities for this level :

__**B****log Journaling:**__ Using the blog write about daily task or specific assignment. File retrieved from edorigami

__**Categorizing and Tagging:**__ Organizing and classifying files, websites and materials using bookmarking sites like delicious.com or ikeepbookmarks.com Students need to be able to understand the content of the source to tag it.

__**Commenting and Annotating:**__ Commenting on websites, blogs or wiki postings.  Files retrieved from edorigami

__**Advanced and Boolean Searches:**__ Creating and defining searches to suit their needs. Files retrieved from edorigami   ||   ||

** Applying **
This level is related to carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.Source  Possible activities for this level : __**Running and Operating:**__ Operating and manipulating software applications to reach a specific objective. Files retrieved from edorigami

__**Playing:**__ Showing understanding of the process, task, and skills necessary to play a game.

__**Uploading and Sharing.**__ File retrieved from edorigami

__**Hacking:**__ Applying a simple set of rules to achieve a goal.

__**Editing**__ Files retrieved from edorigami ||   || This level refers to breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.Source 
 * ==** Analyzing **==
 * ==** Analyzing **==



Possible activities for this level :

__**Linking**__: Establishing links within and outside documents and web pages.

__**Reverse Engineering:**__ Deconstructing.

__**Cracking:**__ Showing understanding of a system through exploiting its weaknesses and strengths.

__**Mashing:**__ Mash ups are the integration of several data sources into a single resource. File retrieved from edorigami ||   ||
 * ==** Evaluating **==
 * ==** Evaluating **==

Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something. Source

 Possible activities for this level :

__**Blog commenting and reflecting:**__ Students commenting and replying to postings have to evaluate the material in context and reply to it.

__**Posting:**__ Encourage students to create structured postings constructed to evaluate the topic or concept. File retrieved from edorigami

__**Moderating:**__ The moderator needs t be able to evaluate the posting or comment from a variety of perspectives, assessing its worth, value and appropriateness. File retrieved from edorigami

__**Collaborating and Networking:**__ Effective collaboration and networking skills involve evaluating the strengths and abilities of participants as well as their contributions.

__**Testing:**__ Trying out "Beta" application to determine their usefulness and effectiveness.

__**Validating:**__ Being able to validate the veracity of data sources.

File retrieved from edorigami ||   ||
 * ==** Creating **==
 * ==** Creating **==

This level is about putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy. Source



Possible activities for this level :

__**Programming:**__ Creating their own applications, developing games or multimedia within structured environments.

__**Filming, animating, videocasting, podcasting, mixing and remixing.**__ File retrieved from edorigami

__**Directing and Producing:**__ Requires the student to have vision, understand the components, and create a product.

__**Publishing**__ Files retrieved from edorigami  ||   ||

Click on the document to download a Summary of Bloom's Taxonomy and Digital Activities