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Details last edit Oct 9, 2009 12:19 am by achurches - 56 revisions - locked Tags a churches blooms blooms digital taxonomy blooms revised taxonomy digital edorigami learning a churches blooms blooms digital taxonomy blooms revised taxonomy digital edorigami learning a churches blooms blooms digital taxonomy blooms revised taxonomy digital edorigami learning Type a tag name. Press comma or enter to add another. Cancel Table of Contents Synopsis: A little Disclaimer: Introduction and Background: Bloom's Domains of learning The Cognitive Domain - Bloom's Taxonomy Bloom's Revised Taxonomy Bloom's Revised Taxonomy Sub Categories Bloom's as a learning process. Is it important where you start? Must I start with remembering? Bloom's Digital Taxonomy Bloom's Digital Taxonomy Summary Map Bloom's Digital Taxonomy and Collaboration. Resources: Web 2.0 Tutorials Acknowledgements: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. Synopsis:  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 accounts for many of the traditional c

Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."

External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.

Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.

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Blogging the Learning Process Just as blogs can help foster conversation among students and faculty, instructors are discovering that they can also serve a more personal role, as a tool of reflection and self-appraisal. “The blog’s biggest strength is in the development and authentication of the student voice in learning,” notes Ruth Reynard, associate professor of education and the director of the Center for Instructional Technology at Trevecca Nazarene University (TN). Reynard uses blogs as a way to get students to reflect on their coursework–essentially by keeping an online journal in which they track their learning. As opposed to a traditional journal that is read only by the instructor, student

When used as a tool for reflection, blogs allow students to write at length about their own experiences as learners, and to read and comment on the insights posted on their classmates’ blogs. This type of public, shared self-reflection is difficult to achieve in other forms of collaborative online writing, such as discussion boards. “If the

Reynard has also found that blogs are a great tool for helping her graduate students learn to write academically. She requires her graduate students to embed hyperlinks to online sources that are influencing their thinking in their reflective blog posts.