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From Educational Origami
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. Outcomes on rubrics are measured by competence of use and most importantly thequality 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 Bookmarking a resource is of no value if the resource is inappropriate, invalid, out of date or inaccurate.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.
Bloom's Digital Taxonomy has been translated into Spanish by Claudia Uribe de Piedrahita, the Director of Eduteka and is available at http://www.eduteka.org/TaxonomiaBloomDigital.php
Bloom's Digital Taxonomy - Quick Sheets.
These are resources I have created for Presentations. They outline the different taxonomic levels and provide the Digital Taxonomy Verbs with some (this is not exhaustive) possibilities for classroom use.
Last summer I attended a workshop by Karin Hess in New York. She shared her Matrix of Cognitive Rigor, which cross references Bloom's revised taxonomy and Norman Webb's Depths of Knowledge. As I work with my faculty to transition into CCLS level questions, I find it meaningful. It comes up when you google her. Thank you for sharing your work. - Marguerite