The Bloom’s Taxonomy: Traditonal vs. Online Context doc. dr Tijana Dabić
INTRODUCTION The engagement of HIGHER ORDER THINKING SKILLS throughout the whole educational process The life in the DIGITAL WORLD Teachers & students - digitally LITERATE and FLUENT The use of various ONLINE EDUCATIONAL TOOLS in teaching
I THE OVERVIEW OF BLOOM’S TAXONOMY EVOLUTION Bloom’s taxonomy of Educational Objectives (1956) as a key tool in structuring and understanding the learning process
1956
the Bloom’s Taxonomy revised (2001) by L. W. Anderson and D. R the Bloom’s Taxonomy revised (2001) by L. W. Anderson and D. R. Krathwohl
II BLOOM’S TAXONOMY IN DIGITAL CONTEXT (2007 and 2008)
Digital bloom’s taxonomy map 2008
III THE APPLICATION OF BLOOM’S DIGITAL TAXONOMY MAP AND ONLINE TOOLS: A CASE STUDY Univeristy Sinergija, Bijeljina- course of Applied Linguistics and Language Teaching II Implementation of theoretical knowledge into practice Creation of the special Facebook group for teaching purposes Activation od higher levels of thinking Presentation of students’ performance (three tasks performed by using the specified online tool + the analysis of traditional and digital verbs use)
TASK 1 The Use of Digital Bloom’s Taxonomy and Online Tools in a Course of Applied Linguistics and Language Teaching 2 CHAPTER LEVEL VERBS NEW DIGITAL VERBS Discourse Analysis Task: Provide a visual presentation of spoken (formal/informal) and written (formal/informal) features. Online tool: popplet, trello Creating planning, designing Evaluating experimenting posting, moderating, validating Analyzing comparing, organizing, mashing, linking Applying showing, exhibiting, running and operating, uploading and sharing, hacking Understanding summarizing, classifying, exemplifying, comparing, exemplifying, categorizing & tagging, subscribing Remembering listing, describing, searching, googling, bullet-pointing, social networking
TASK 2 Pragmatics Task 2: Analyze and comment on the dialogue the professor uploaded on Voicethread Online tool: Facebook, YouTube, Voicethread, Trello Creating planning, producing, inventing videocasting Evaluating hypothesizing, judging, detecting monitoring,commenting, posting, collaborating Analyzing deconstructing, attributing mashing, tagging, validating Applying carrying out, showing, using uploading, sharing, editing, annotate Understanding interpreting, explaining, exemplifying, inferring categorizing & tagging, subscribing, commenting Remembering finding, describing searching, googling, social networking
TASK 3 Corpus Linguistics Task 3:British National Copus Search (KWIC)and analysis Online tool: Google Search, Trello Creating Planning, Producing Evaluating Testing, Detecting commenting, testing Analyzing Comparing, Attributing validating, Applying Carrying out, Using, Showing, categorizing, commenting, hacking Understanding Interpreting, Inferring, Classifying, Explaining, Comparing, Exemplifying advanced searching, Remembering Listing, Finding,
British National Corpus
Trello board
BENEFITS-conclusion setting the homework concept in the digital environment the provision of collaboration among students via the Facebook group arousing the students creativity in letting them choose the way how they would present their tasks via online tools awareness of the fact that their work would be publicly exposed caused greater engagement and devotion among students students’ digital literacies and fluencies were exercised and developed in this manner
Our Trello https://trello.com/invite/b/vGq10nJk/08c3543f9e29cc73d6990b7b39946307/didactics-sinergija
Kahoot tool