Bloom's Digital Taxonomy
Bloom's Taxonomy of Objectives: Cognitive Domain
Go to Leslie Owen Wilson's web page The Second Principle and read in depth the section on The Original Cognitive or Thinking Domain. As you read, compare Bloom's original 1956 version and the updated 2001 versions by Anderson and Krathwohl.
Blooms Digital Taxonomy
Bloom's Taxonomy is a model for classifying learning objectives by level of cognition. The emergence of Web 2.0 and other technology tools has led to the development of Bloom's Digital Taxonomy.
Read Bloom's Taxonomy Blooms Digitally, by Andrew Churches (TechLearning, April 2008. Note: images don't show). In its original form, Bloom's Taxonomy of educational objectives referred to forms of cognition or thinking, which were divided into the six levels (Bloom, et al., 1956). The levels form a loose hierarchy from simple to complex thinking, at least when applied to some subjects and topics.
When planning for these subjects, using Bloom's Taxonomy can be helpful not only for insuring diversity among learning objectives, but also for sequencing materials. In learning about geography, for example, it may sometimes make sense to begin with information about specific places or societies (knowledge and comprehension), and work gradually toward comparisons and assessments among the places or societies (analysis and synthesis). Such a sequence does not necessarily work well, however, for all possible topics or subjects. To learn certain topics in mathematics, for example, students may need to start with general ideas (i.e. "What does it mean to multiply?") before moving to specific facts (i.e. "How much is 4 x 6?"). Egan, 2005.
Kathy Schrock is another excellent resource for Bloom's Digital Taxonomy. Her website, Kathy Schrock's Guide to Everything, has a cool page called Bloomin' Apps. Here she has grouped apps that support different levels of Bloom's Taxonomy into iPad, Android, Online and G-Suite. categories. Each icon is linked to the corresponding app for easy access. This site is invaluable for finding just the right app for your curricular purpose and plan.
For fun, take a look at the light-hearted Sesame Street video to your right, Kathy Schrock's favorite.
Technology tools themselves are not inherently one level of cognition or another. But many lend themselves to specific uses that are easily aligned to higher or lower order thinking skills.
The Bloom's Taxonomy Pyramid to the left is another popular representation of Bloom's Digital Taxonomy. Spend some time exploring the tools on an interactive version of the diagram available on Samantha Penny's web site. This exploration will help you to select a tool to report on later in this module.
Although not "pretty" Andrew Churches' Education Origami website is an excellent resource for Bloom's Digital Taxonomy and its applications. He has provided examples of tools and outcomes for each level. It is worth your time and patience to dive into his site.
On the left is his Bloom's Digital Taxonomy & the Communication Spectrum.
As you prepare for your online collaborative project take note of his commentary of the infographic:
Collaboration is not a 21st Century Skill, it is a 21st Century Essential!
In the Diagram [above], Collaboration is included as a separate element as well as some elements being shared. Collaboration can take many forms [see left] 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. (From: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy)
Bloom's Taxonomy and Collaboration
According to COFA Online (College of Fine Arts, The University of New South Wales, Sydney, Australia) group work is increasingly regarded as a skill essential for student development of problem solving, communication, and critical thinking skills. "Developing effective teamwork and collaboration skills are important to a student's learning process, and reflect the dynamics of the typical work environment that students will eventually enter."
In collaborative group production, students typically begin to move between applying their knowledge and creating content. Negotiations between different points of view and perspectives on the final product are common as students analyze their work and the work of the peers for similarities and differences, and evaluate best models for delivering the product.
The video to the right addresses specific strategies for facilitating online collaboration and using internet-based group tools. While the video is geared at higher education, the strategies for designing online collaborative activities are relevant for K-12, as well.
Avoid the Divide and Conquer: Collaboration vs. Group Work
Riley Johnson, Principal of New Technology High, wrote a very interesting article in his Project-based Life blog called Collaboration vs. Group Work. In this article he discusses group contracts, rubrics, and the difference between true collaboration and group work. He pushes our thinking beyond the "divide and conquer" mentality of collaborative work.