Bloom's Taxonomy Goes Digital: Applying Web 2.0 Tools
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This document provides an overview of using Web 2.0 tools to engage students at each level of Bloom's Taxonomy. It discusses how Bloom's Taxonomy has been updated to include higher order thinking skills like creating. Various free Web 2.0 tools are presented that can facilitate remembering, understanding, applying, analyzing, evaluating, and creating for students. The presentation aims to demonstrate how digital tools can help apply Bloom's Taxonomy to learning in a technology-enhanced way.
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Bloom's Taxonomy Goes Digital: Applying Web 2.0 Tools
- 1. Bloom’s Taxonomy is Blooming Technology Bloom’s Taxonomy Going Digital Primary Presenter: Maryly Skallos Institution: Muskegon Community College Co Presenter: Julia VanderMolen, Ph.D Institution: Davenport University
- 2. Disclosure Statement • The planner and presenter do not have any financial arrangements or affiliations with any commercial entities whose products, services, or research may be discussed in this activity. • No commercial funding has been accepted for this presentation.
- 3. Session Rules of Etiquette • Please turn off your cell phone/pager • If you must leave the session early, please do so as discreetly as possible • Please avoid side conversation during the session Thank you for your cooperation!
- 4. Introduction • Transforming learning for a new educational era – The future is already here – its just not evenly distributed » William Gibson
- 5. Session Objectives • Describe Bloom’s Taxonomy (old vs new) and Web 2.0 • Select appropriate Web 2.0 tools to address the six levels of Bloom’s Taxonomy • Create one lesson which incorporates a Web 2.0 activity to facilitate student collaboration and learning
- 6. What Participants Will Gain • Participants will gain an understanding how Web 2.0 tools can be used to address the six levels of Bloom’s Taxonomy • Participants will learn a minimum of 3 Web 2.0 tools fo reach of the level of Bloom’s Taxonomy • Participants will brainstorm one to two lessons to integrate into his/her classroom
- 7. Bloom’s Taxonomy (original – 1956) Evaluation Synthesis Analysis Application Comprehension Knowledge
- 8. Bloom’s Taxonomy (updated – 2001) Create Evaluate Analyze Apply Understand Remember
- 9. Original Revised HIGHEST Create Evaluation Level of Questions Level of Thinking Evaluate Synthesis Analysis Analyze Application Apply Comprehension Understand Knowledge Remember LOWEST
- 10. Original Revised Evaluation Create Synthesis Evaluate Analysis Analyze Application Apply Comprehension Understand Knowledge Remember
- 11. Bloom’s as a Learning Process Creating Before weEvaluating can understand a concept,Analyzing we have to remember Applying it! Understand Remember
- 12. Bloom’s Taxonomy (updated) Before we can apply the Creating concept, weEvaluating understand it. must Analyzing Apply Understand Remembering
- 13. Bloom’s Taxonomy (updated) Before we can analyze the concept, we Creating must apply it. Evaluating Analyze Apply Understanding Remembering
- 14. Bloom’s Taxonomy (updated) Creating Evaluate Analyze Applying Before we can evaluate its Understanding impact, we must have analyzed it. Remembering
- 15. Bloom’s Taxonomy (updated) Before we can create, Create we must have Evaluate Analyze Apply Understand Remember
- 16. Bloom’s as a Learning Process • Before we can understand a concept, we have to remember it • Before we can apply the concept, we must understand it • Before we analyze it, we must be able to apply it • Before we can evaluate its impact, we must have analyzed it • Before we can create, we must have remembered, understood, applied, analyzed, and evaluated Source: VanderMolen, J. (2012). Blooming with Technology. Michigan State University Educational Technology Conference, East Lansing, MI. Retrieved from http://www.technteach.info/msubloomingtech.htm
- 17. What is Bloom’s Digital Taxonomy? • It is the application of digital collaboration tools or Web 2.0 tools to engage students at each level of Blooms Taxonomy.
- 18. Web 2.0 Characteristics • Web-based applications (“cloud” computing) • Many are free and easy to use • Applications are platform independent • Interactive, social software • Convergent with ubiquitous mobile networking
- 20. Remembering • Del.ici.ous – http://delicious.com/ • Diigo – http://www.diigo.com • Evernote – http://evernote.com
- 21. Understanding • Bubbl.us – http://bubbl.us • Twitter – http://www.twitter.com • LetterPop – http://www.letterpop.com
- 22. Applying • Voki or VoiceBoards – http://www.voki.com • Scribble Maps – http://www.scribblemaps.com • Screencast-o-matic – http://www.screencast-o-matic.com
- 23. Analyzing • Google Docs – http://docs.google.com • Create-a-Graph or other Infograph tool – http://nces.ed.gov/nceskids/createagraph • RSOE EDIS – http://hisz.rsoe.hu/alertmap/index2.php
- 24. Evaluating • Rcampus or iRubric – http://www.rcampus.com/indexrubric.cfm • Tricider – http://tricider.com/en/t • TodaysMeet – http://todaysmeet.com/
- 25. Creating • Glogster – http://edu.glogster.com • VoiceThread – http://voicethread.com • MakeBeliefComix – http://www.makebeliefscomix.com/Comix • Prezi – http://www.prezi.com
- 26. Questions?
- 27. Summary • Bloom’s Taxonomy has been updated • Many different Web 2.0 tools are available • Don’t be shy to ask students to help with the hardware • Most important: Remember to have FUN!
- 28. Thank You! Maryly Skallos Maryly.Skallos@ellucian.com Maryly.Skallos@muskegoncc.edu Julia VanderMolen jvandermolen@davenport.edu . © 2013 Ellucian. All rights reserved.
- 29. References • Anderson, L.W. (Ed.), Krathwohl, D.R.(Ed.), Airasian, P.W., Cruikshank, K.A., Meyer, R.E., Pintrich, P.R., Raths, J., & Wittock, M.C. (2002). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman. • Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1; Cognitive Domain. New York: David McKay CO. Inc: pp. 7-8 • Churches, A. (2007). Edorigami, blooms taxonomy and digital approaches. Retrieved from http://edorigami.wikispaces.com/Blom%27s+and+ICT+tools • Kay, R. (2001). Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale. Computers in Human Behavior, 27, 1849-1856.
- 30. References • Fisher, M. (2009). Digital blooms pyramid. Retrieved from http://www.digigogy.com • Meyer, K. (2010). A comparison of Web 2.0 tools in a doctoral course. Internet and Higher Education, 13, 226-232. • Rahmat, M., & Saudi, M.M. (2007). E-learning assessment application based on Bloom taxonomy. The International Journal of Learning, 14(9), 1- 12. • Tansey, R., Schopierayp, S., Boland, E., Lane, F., & Pruett, S. (2009). Examining technology-enhanced coursework in rehabilitation counselor education using Bloom’s taxonomy of learning. Rehabilitation Education, 23(2), 107-118. • Vandermolen, J. (2012). Bloom’s taxonomy goes digital.
Notes de l'éditeur
- Remember: Can the student recall or remember the information? Key Words: define, duplicate, list, memorize, recall, repeat, reproduce stateUnderstand: Can the student explain ideas or concepts? Key words: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying: Can the student use the information in a new way? Key words: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, writeAnalyze: Can the student distinguish between the different parts? Key words: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, testEvaluate: Can the student justify a stand or decision? Key words: appraise, argue, defend, judge, select, support, value, evaluateCreate: Can the student create new product or point of view? Key words: assemble, construct, create, design, develop, formulate, writeSource: Overbaugh, R. C. & Schultz, L. (n/a). Bloom’s Taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
- Comparing the focus of the two Bloom’s Taxonomy.
- How to two taxonomies are similar and dissimilar
- Taking Bloom’s Taxonomy to the next level – the digital world!
- Web 2.0 Characteristics – some are free; others are not. Look for ones that are commonly known and used within your environment. What may work for one may not be the best fit for another. Variety is the spice of life.
- Just one image of many that illustrate how different Web 2.0 tools can be applied to the different levels within Bloom’s Taxonomy. Some are for students and others are for the instructors while others are for both!
- Del.ici.ous – keep a record of favorite website that provide opportunities to engage student’s learning.; bookmarking tooliKeepbookmarks.comDiigo – Bookmarking tool along with highlighting and sticky notes; can be used as a repository for your students as well where you can create groups for your class; accessible on most devices include mobile devices such as iPad and androidEvernote – capture anything, remember anything, available almost everywhere
- Bubbl.us – great mindmapping tool, easy to useTwitter – great for forcing students to write in short simple phrases to get their point across, similar to elevator pitchLetterPop – great organizational tool to provide students and instructors the opportunity to design newsletters and publications with vast amounts of data. Creations can be published so that anyone case see it or keep it private so only your specific audience can access it.
- Voki – create speaking avatars to enhance your learning tools environment. Scribble Maps – an application that easily draws on maps and then share them with friends. Great for kids and GIS professionals. Screencast-o-matic – one click screen capture recordings on Windows or Mac computers with no install for FREE!
- Google Docs…using a gmail account, you have access to google docs where documents can be shared in real time, collaboration truly can occurCreate-a-graph or Glogster – create an infograph or graphic poster for teaching and learning purposesRSOE EDIS : Emergency and Disaster Information Service – a look at real time of emergency or disaster centers currently in effect. Great for teaching health or disaster recovery courses for developing appropriate disaster recover plans
- Rcampus/iRubric have many different rubrics that are useful for evaluating student work. Many suggestions are included in the program to augment learning and applying the various concepts that is being taught.Tricider is a social voting tool for teams, blogs, education, crowdsourcing. By placing a question on tricider, you can have students respond (outside of your LMS discussion forum) and have outsiders respond to the question as well. This is a great tool to have many different sources impact the discussion.TodaysMeet creates a simple backchannel and connect with the audience in real time. Great for large lecture environments…instead of twitter with all of the extra tweets, here the comments are directed at the room only. The room can be used to make comments and ask questions. Can be completed on the fly.
- Glogster – ability to create a PSA on any topic (or even introduce yourself to each other)VoiceThread – an easy and inexpensive way to get students involved in the discussionMakeBeliefComix – a comical way to create intellectually stunning products to share with others.Prezi – an alternative to PowerPoint. Can do all the same things as PowerPoint but with a twist.