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.
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, behaviors and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, info-whelm (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 Bookmarking a resource is of no value if the resource is inappropriate, invalid, out of date or inaccurate.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.
The Bloom's Digital Taxonomy Quick Sheets 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.
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):
Blooms Domains of learning. Made with C-Map
Blooms Domains of learning. Made with C-Map
Benjamin Bloom is best know for, Bloom's Taxonomy which examines looks at the cognitive domain. This domain categorizes and orders thinking skills and objectives. His taxonomy follows the thinking process.
This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not 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). Bloom describe each category as a gerund. They are arranged below in increasing order, from lower order to higher order.
Drawing 1. Bloom's Taxonomy
Drawing 1. Bloom's Taxonomy
In the 1990's, a former student of Bloom, Lorin Anderson and David Krathwohl, revised Bloom's Taxonomy and published this- 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. They are arranged below in increasing order, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).
Drawing 2. Bloom's Revised Taxonomy
Drawing 2. Bloom's Revised Taxonomy
Each of the categories or taxonomic elements has a number of key verbs associated with it.
Lower Order Thinking Skills (LOTS)
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.
Bloom's Taxonomy in its various forms represents the process of learning. It has been simplified in some case like the Three Story Intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn.
Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it
Before we analyse it we must be able to apply it
Before we can evaluate its impact we must have analysed it
Before we can create we must have remembered, understood, applied, analysed, and evaluated.
Some people may argue about that you do not require some of the stages for each and every task, action or process; some too may argue about the necessity to reach the creation level for all activities. This is the choice of the individual.
I don't think it is. The learning can start at any point, but inherent in that learning is going to be the prior elements and stages.
Bloom's Digital Taxonomy Concept map.
Bloom's Digital Taxonomy Concept map.
In the Diagram above, Collaboration is included as a separate element as well as some elements being shared. Collaboration can take many forms (see above) and value of the collaboration can vary hugely. This is often independent of the mechanism used to collaborate. Also collaboration is not an integral part of the learning process for the individual, you don't have to collaborate to learn, but often your learning is enhance by doing so. Collaboration is a 21st Century skill of increasing importance and one that is used throughout the learning process. In some taxonomic levels the collaboration verbs are included as an element of Bloom's Digital taxonomy and in others its is just a mechanism which can be use to facilitate higher order thinking and learning.
Collaboration is not a 21st Century Skill, it is a 21st Century Essential.
In a recent blog post from the official google blog, Google identified the following as key traits or abilities in 21st Century Employees:
“... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions.”
“... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. ”
Source: http://googleblog.blogspot.com/2008/07/our-googley-advice-to-students-major-in.html
If we look at UNESCO's publication “The four pillars of Education, Learning: The Treasure within” Collaboration is a key element of each of the four pillars.
(http://www.unesco.org/delors/fourpil.htm) [10]
So to prepare our students, our teaching should also model collaboration. A vast array of collaborative tools are available; wikis, classroom blogs, collaborative document tools,social networks, learning management systems - Many are available at no cost. If you have not yet tried them, look at:
These tools are enablers of collaboration, and potentially enablers of 21st century teaching and learning.
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While the recall of knowledge is the lowest of the taxonomic levels it is crucial to learning. Remembering does not neccesarily have to occur as a distinct activity.
For example. The rote learning of facts and figures.
Remembering or recall is reinforced by application in higher level activities.
Blooms_searching.jpg
1. Remembering: Retrieving, recalling or recognising knowledge from memory. Remembering is when memory is used to produce definitions, facts or lists, or recite or retrieve material.
This element of the taxonomy infers the retrieval of material. In a digital age, given the vast amount of information available to us it is not realistic to expect students to remember every fact or figure. However, it is crucial that students can use digital means to find, record, organise, manage and retrieve the important resources they need. This is a key element given the growth in knowledge and information.
The digital additions and their justifications are as follows:
Recognising, listing, describing, identifying, retrieving, naming,locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favouriting/local bookmarking, Searching, googling,
external image remembering-digital-300x154.jpg
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Understanding builds relationships and links knowledge. At this taxonomic level the students should understand the processes and concepts essentially they are able to explain or describe these. They can summarise and rephrase these into their own words.
There is a clear difference between remembering, the recall of facts and knowledge in its various forms like listing, bullet points, highlighting etc, and understanding. One only has to look at the young child who can count from 1 to 10 but can not tell you how many fingers you are holding up. Or the student who can recite for you the first 20 elements of the periodic table in sequence but can not tell you about each or relate their position in the table to the number of electrons in the outer shell and from there explain the behaviour of the element. This Understanding is building relationships and constructing meaning
The following are some of the key terms for this aspect of the Taxonomy.
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2. Understanding: Constructing meaning from different types of function be they written or graphic.
The digital additions and their justifications are as follows:
Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, boolean searching, blog journalling, tagging, categorising and tagging, commenting, annotating, subscribing
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threaded discussion rubric.pdf (This is a two part rubric with Evaluating in the more complex format)
Starter sheet - Adv Google search.pdf
Applying
"Alan looked at the beaker of clear liquid that had turned a light shade of red as he added litmus liquid. He recalled the facts about litmus paper which changes colour when exposed to an acid or a base (alkaline). He understood that the red change indicated an acid and blue a base. He applied this knowledge to discover what he could about the unknown liquid he had found in the old soft drink bottle. He quickly realised that the liquid was not just water and was unsafe to handle."
In this example a student applied facts and process he had learnt to a situation. Applying could be using a process, skill or set of facts.
The following are some of the key terms for this aspect of the Taxonomy.
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bloom's_and_DTP.jpg
3. Applying: 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, presentation, interviews and simulations.
The digital additions and their justifications are as follows:
Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing
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collaboration rubric.pdf using elluminate etc
Skype rubric.pdf also evaluating element
iwb_use_rubric.pdf Teachers
collaborative editing using online WP rubric.pdf
Analysing
"Alison sent an email to her classmates with the URL or web address of the google form she had created. The Google form asked her peers 10 basic questions about themselves. These included their age, ethinicity, sex, suburb they lived in and whether they had a mobile phone. She collected in the data (Raw facts and figures) and processed these into information (processed and organised data). She was able to present her findings as a series of graphs including a pie graph for sex, and a histogram or bar graph for age, and as a map showing the local suburbs and the number of her peers in each. She has linked the data in the form, spreadsheet and graph."
Alison has applied a process to develop a google form to collect information. Once the information is collected she has processed the data into a graphical format and is able to organise, structure and compare the information she has processed. She has selected suitable graphs and mode of presentation based on the data types - continuous and discontinuous data. She has used a variety of technologies to enable her to collect, process (structure and organise) and compare her results.
The following are some of the key terms for this aspect of the Taxonomy.
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4. Analysing: 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 include differentiating, organizing and attributing as well as being able to distinguish between components.
The digital additions and their justifications are as follows:
Comparing, organising, deconstructing, Attributing, outlining, finding,structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping.
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starter sheet - google forms.pdf
Evaluating
"Olivia read through the comments left on the project blog by her classmates and the students in Franklin County High School. The original post on the effect of technology on the classroom had drawn many responses. Some were positive and some were negative. She read each one and considered whether or not she should approve them. She evaluated the points they put forward, the language and tone they are written in, the possibility that they could be misconstruded or offer offense, judging the worth of the comments."
Blogs are powerful tools for learning. They provide a medium with which to comment and critique. In this example Alision is evaluating the comments in the moderation process. She is essentially critiquing, judging, checking and monitoring. The students who post comment to the posts are also evaluating the post or the reply submitted.
The following are some of the key terms for this aspect of the Taxonomy.
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5. Evaluating: Making judgements based on criteria and standards through checking and critiquing..
The digital additions and their justifications are as follows:
Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing, Validating.
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Skype rubric.pdf also applying element
2 threaded discussion rubric.pdf (This is a two part rubric with understanding in the simpler format)
Creating
"The concept was detailed and the outcomes clearly identified. The storyboard was constructed and transitions, timing and scene detailed. The pictures were taken and the music sourced. Ali and Kendall uploaded the content to Animoto, the online video tool, and structured the product, adding text and transitions to illustrate their message in the 30 second timeframe they had. Applying the processes they had learnt earlier. They ran and reran the clip, evaluating the impact of their message, modifying the sequence and judging the changes they had made. Finally satisfied they published to the blog the clip they had designed, constructed, directed and produced."
Creativity involves all of the other facets of the taxonomy. In the creative process the student/s, remembers, understands & applies knowledge, analyses and evaluates outcomes, results, successes and failures as well as processes to produce a final product.The following are some of the key terms for this aspect of the Taxonomy.
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6. Creating: Putting the elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning or producing.
The digital additions and their justifications are as follows:
designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups
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