I actually prefer and use the revised Blooms' Taxonomy that has Creating on the top. This fits my and others' teaching perspective that today's students should be creating as much content as consuming. Andrew Churches proposed how different digital technologies (including social media) can address each of Bloom's levels. See http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/bloomstaxanomy.html . When I teach, I insure that I include social media activities from each of the levels.
In the instance of using a blog to present work, offer feedback & show research/ process in the planning/ crafting/ execution of projects I would definitely focus on the synthesis and evaluation "stages" from Bloom's
For synthesis I woudl focus on how the student utilizes feedback from peers as well as other users to enhance/ inform their revisions to work or stear approaches. For evaluation I would build off of synthesis and enter into a discussion with the student(s) of weather or not their approaches are the best choices, and if so why.
I feel like the initial blooms tools will also come into play as guidelines for directiion the scope of discussions from other users (students)
corinne,
Great post! You make a great point about using Bloom's taxonomy to frame objectives as well as provide "active" language that allows students to understand what they need to do.
Dr. Kelly Wilkinson
Since Bloom’s is thought to be the most widely applied rubric for building and measuring educational and training programs to this day, it makes sense to use it when building a rubric for a field of knowledge or thought, such as social networking expertise and or usage. So pulling from educational background and a couple of decades at using Bloom’s Taxonomy in writing critical thinking programs I apply it here now. This chart outlines the Cognitive Skills.
Using rubrics as part of student expectations gives you a benchmark upon which you can determine specific level of mastery in not only the use of the tool but the ability to evaluate and create data using the tool.
Janis,
I love this idea. It is interesting that they try to solve issues when the could ask and many times ask when you want them to search! What is wrong!!!! :)
Dr. Kelly Wilkinson
I teach math both on-ground and on-line. The on-line students frequently go searching the internet for help with a problem (rather than ask the instructor, which I find interesting in itself.)
I could refer students to some of the math problem blogs that are out there and have them evaluate the answers that are posted. (A lot of the responses are incorrect.)
This type of activity would involve all of the steps of the taxonomy. Students would have to learn the rote procedures (lowest level), but then they would have to evaluate if the posted answers follow the procedures and are logical (highest level). This could be a win-win situation.
This could be a great learning experience, I think.
Letitia,
Yes, it is when used correctly. Bloom's taxonomy should be used in conjunction with the outcomes of the course.
Dr. Kelly Wilkinson
Eileen,
Great! How would you have students use Blooms to critique other students' blogs. That would be interesting.
Dr. Kelly Wilkinson
Patricia,
This is GREAT!!!! I think it makes great sense to do it this way. You have now held students accountable in a variety of ways in a medium that can inspire creativity. Nice!
Dr. Kelly Wilkinson
Elizabeth,
You are right. It does provide a benchmark. Don't you think it also shows the importance of good communication skills in ANY medium?
Dr. Kelly Wilkinson
Christy,
This is such a great post. I love the way you applied these tools to social media. Yes we can teach students how do use social media professionally and successfully.
Dr. Kelly Wilkinson
Chastity,
I like the way you used the rubrics and Bloom's Taxonomy. It does give students a road map to a successful activity. They get to choose the road.
Dr. Kelly Wilkinson
Using Bloom's taxonomy is a tool that can evaluate and grade a student's work. This was is also an objective way to grade.
Thanks,
Letitia
I used the Bloom's Taxonomy during my doctoral studies. Per the integration of the Taxonomy and Social Media tools, I would match up each part of the taxonomy with the relevant social media tool to see how students or either basically or substantively contributing information through the social media of their choice.
- Doc Wibbeke
If I were to assign a blog project, I would have it structured in multiple steps/phases.
In the first phase, which would be learning what a blog site is, and what is expected, they would be demonstrating the 1st level of Bloom's Taxonomy: Knowledge
Then, in the 2nd phase, I would show them models of good blogs, both in terms of design and content, which would then allow them to develop the 2nd level: Comprehension.
The 3rd phase would be to ask them to begin designing their blog site, using the models as a guideline, and this would show the 3rd level of Bloom's Taxonomy: Application.
Using the Bloom's Taxonomy and social media gives us a benchmark in which we can determine the level of mastery on the students.
Rubrics are an excellent way to set expectations and measure student performance against those expectations. I have not had a chance to use social media in my online classes and look forward to do so at the next opportunity. I agree with the course content which states that we should consider applying Bloom’s taxonomy in writing and critical thinking programs extending to the use of social networking.
I appreciate reading Steve Stewart’s post to the question of: “How would you use the Bloom's Taxonomy & Social Media Tools steps to evaluate your students' work in a social networking site?†where he can “imagine student interactions on sites could be evaluated for: Knowledge (information brought to posts), Comprehension (exhibits deep understanding of subject matter), Application (applying tools of the field to solve problems), Analysis (objective and sometimes subjective analysis of results, Synthesis( bringing knowledge from various disciplines to bear on problem), and finally Evaluation (a final assessment of the best solution to a problem given tools available).†This feedback helped me give ideas on how to use the tool to evaluate students work in a social networking site.
I also agree with Sharon Borowicz’s comments where “Bloom’s Taxonomy places structure around social media tool†where without a structure the tone may default to the typical informal type of communication students are used to outside of a learning environment.
Thank you for the great posts. I have learned a lot on the subject in just the first module.
I like Bloom's Taxonomy steps to help create rubrics for student's work on social networking sites. It is a great tool. I create specific activities that fall into each of the 6 categories. This makes it clear for the students and gives them an opportunity to use a "check list" of sorts while still capitalizing on their critical thinking skills.
Erin,
Interesting. . . I was thinking of adding a facebook component of my writing course. I think you have a great idea to test! (you should write about it)
Dr. Kelly Wilkinson
I would like to use the first level, Knowledge, to begin mathematical discussions on social media sites such as Facebook. In my experience, I have found that students are willing to share their experiences with math more openly on Facebook than they are on a threaded discussion board. For example, I might start a post that asks students to share how they use positive and negative integers in everyday life. As they respond, they are accessing prior knowledge and mathematical terminology. As students read one another's posts, they recall more terms and concepts that they might have forgotten.
