1. The Bloom’s Taxonomy: Traditonal vs. Online Context
doc. dr Tijana Dabić

2. 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

3. 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

4. 1956

5. 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

7. II BLOOM’S TAXONOMY IN DIGITAL CONTEXT (2007 and 2008)

9. Digital bloom’s taxonomy map
2008

10. 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)

11. 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

14. 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

16. 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,

17. British
National Corpus

18. Trello board

19. 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

20. Our Trello

21. Kahoot tool