 Bismillahirrahmanirrahim. Welcome dear colleagues to VU001 faculty training course. My name is Dr. Noman Abdullah and I will be leading you through its education content. The topic for today's session is Bloom's Digital Taxonomy. As you have studied Bloom's original taxonomy and its revised taxonomy in the previous videos, so let us have a brief overview of them and then proceed to the latest variant. Bloom's taxonomy, as you know, is a method of classifying learning objectives according to different levels of thinking of students. The 1950s era's taxonomy, generally depicted as a pyramid, which you have seen in the previous videos, and the bottom of the pyramid depicts the lower-order thinking skills. The first three levels are called LOTs, i.e. lower-order thinking skills. And as we move upward towards that pyramid, the upper thinking levels, the upper cognitive levels are called HOTs, i.e. higher-order thinking skills. You have seen it briefly in the previous videos, that is why we will not study it here. Now, let us talk about the latest revision of Bloom's digital taxonomy. In 2008, Andrew Churches created the term Bloom's digital taxonomy. It is an extension of original taxonomy primarily based on the Bloom's revised taxonomy. Its stages are similar to Bloom's revised taxonomy. In this hierarchy, learning activities are described according to the digital environment. It realises the need of a technologically enhanced learning approach and how to use digital technology to facilitate the teaching learning process. In this slide, you can view a graphical representation of Bloom's digital taxonomy in this slide. On the left to right, you see a graphical representation of Bloom's digital taxonomy. On the left to right, you see a graphical representation, and the image is displayed on your screen. On the left side of the representation, you will find lots of skills where you do not get enough representation in literature. On the left side, So, in this picture, the three skills of the left side, we will call them LOTS. And what starts with remembering, as I told you, the levels are the same that were in Bloom's revised taxonomy. When we go to the right side, we will see the levels of its higher order thinking skills, which the last level, the sixth stage, is creating. Now, let's talk about the purpose of Bloom's digital taxonomy. Its purpose is to tell the instructors how to use technology and the different digital tools available to them to embed them in the student learning environment so that our outcomes can be facilitated. That is, all of you who are watching this video of different departments when you want to study, when you want to evaluate, when you want to create content, when you want to make assignment questions, then Bloom's digital taxonomy will help you to embed technology and digital tools to enhance students' learning experiences. The second very important purpose is that it aims to expand upon the skills. Now, you know that there is a skill-based education in the 21st century. So, there are some skills associated with each level which are technology-based because technology is now inevitable in this digital era. So, how can we connect and map the skills associated with levels with the digital world? To make learning more facilitative for students, to make it more interesting. Now, let's look at its levels. We will take examples of how tools are involved with it. We will present examples for them here. Level 9 is the same as Bloom's digital taxonomy. Remembering, as you know, by definition, is being able to retrieve something, find and access necessary resources. So, you have seen that there is no difference in definition. Now, with this, we have to combine digital skills and digital tools so that we can make learning more modern in the era. Let's take an example of this. So, identifying a legitimate search engine or being able to retrieve that information or bookmark that important resource or website. In this, when we explain students, we have to relate our examples with digital tools. You have seen the purpose of this. The philosophy of this is that we have to hit the levels of cognitive students and instigate them. But with this, we will embed the latest technology. In the first stage of remembering, we have to teach the students to use digital tools so that they can locate and recall the definition of their remembering, find the necessary information and bookmark it for future references. The second level is understanding. You know the meaning of understanding. Being able to construct some meaning or build a relationship out of the comprehensive understanding of that concept. So, this definition, you must have read in the original text on Blooms. This concept must have been read in Blooms Revised Textonomy. Now, let's see with an example how we will embed digital tools in this. Categorize and tag different bookmarks. In the first stage, we have taught the students how to locate and bookmark the essential information. Now, we will tell them how to tag the bookmarks in a caption. For example, if we are doing a literature review, the students should understand that I have bookmarked the pro-consellings of my variables and I have tagged the bookmarks against the bookmarks. What research is similar to their studies? What research is against their hypotheses? These multiple tagging will be done at the student understanding level. Identify pictures. Not only identify pictures, but share them with different colleagues. For example, endoscopy or leproscopy. We will tell an individual at the understanding level that they have achieved when they can identify the endoscopy, leproscopy, and clonoscopy differently and not only can they locate their pictures with different tagging, but also share them under different headings. Similarly, we will tell them how to write a blog and tell them the understanding level skill that the student has learnt. Now, we will come to the third level which was in the revised taxonomy of Blooms. Applying. You know the definition of applying. You have acquired the knowledge and created the understanding. Now, you have to apply it in an unforeseen situation. In such a situation where you have to attempt the first-hand thing, or the skill required for that will be applying level skill required. For example, if we look at this with a digital tool then make a presentation. First, we saw that he must know where my sources are from and where I have to take information from. In the understanding level, he has tagged it, and he has found literature related to it. He has located and bifurcated the pictures, images, graphs, models. After that, he will make a presentation for which different teaching tools will be used, digital technology will be used, some document or simulation will be made according to these tools. We will take another example of this. Wiki pages on Wiki media when we can edit a page of Wikipedia or operate a web page then we will say that he has achieved the applying level skill and has reached the cognitive level according to Plumes Digital Taxonomy. The fourth stage is its analysing. You all know the definition of analysing in the last lectures. Dr. Naseer has discussed what is analysing. To break down a larger chunk in different segments according to the logical sequence in such a way that there is a relationship or a causal effect that you can easily identify. The purpose of this is that you can identify a larger chunk or a larger information in different segments but you can also understand them and interpret meaningful data through information you can reach an analysed analysis through data. If we take an example of this you all are teachers and you are listening to me from different departments at this time we do research activities we do research thesis we do research projects for that an essential feature an essential component is data collection when we go to e-tools to collect our student data not only to make a form but to collect data on it when we have data on Google Drive to bring it to meaningful analysis and to interpret its results when the student wants to learn through online tools which are easily available digitally online then we will say that the skill required with the analysis the brain has achieved there is another example of this we look at different tools we map them online for objective data for qualitative analysis we have different tools for quantitative analysis to map all these different tools will be called the skills of analysis level the next level is evaluating the meaning of evaluating is that we can judge criteria based we can apply our evaluation skills on the basis of critique do's and don'ts pros and cons when we can evaluate to understand any process and to give our value judgment then we say that our cognitive level has reached the evaluating skill with digital tools how we will relate it we look at it in an example that we have created a blog after that the comments you all know these days some people general audience or technical audience not only moderate those comments to understand to decipher to give judgment whether it was successful or technical glitch to give feedback in real time different discussion boards to collaborate with them this is also a later skill if you look at LMS we have MDB GDB if you look at any other LMS this is virtual university LMS these resources are available if you look at Moodle there are different discussion boards which are not available in one frame to collaborate with them knowing what are the positives what are the lagging what are the excelling points to collaborate with them evaluating level skill the last stage of digital taxonomy is creating and in creating we see that on the basis of the last 5 skills our candidate now he is in a position to create something whether it is knowledge or coherent process so in this all the skills which he acquired after that he will be able to create something i.e. every next stage depends on the last stage that technology will not reach the next stage he will not be able to comprehend for example if you want to see that in virtual university people do internships people do teaching practice in schools in hospitals in social work in community people do research projects like this students make a project they bring an outcome in their final year project so evaluating that when we learn or teach students we have a product or process or outcome to see that he will say he has achieved the skill of creating level computer science people when they make a program when we bring internship report and after that we understand a process and give a solution to solve a problem creating level education people when they go to teaching practice when a student looks like a comprehensive teacher after passing the teaching practice we say he has become a compact teacher so i gave you an example which depicts the product process and outcome in all of these digital skills are involved in all of these next skill is required dear colleagues for Blooms digital taxonomy which tools are used we will talk about them on your screen there is chart and graphical representation you can see with every Blooms digital taxonomy level what are the verbs for your ease and which tools are associated for lower order thinking skills and higher order thinking skills for this we have presented a graphical summary if we want to see this in text we will explain each level briefly starting from remembering recall basic concepts information seek which tools or technology or skills are used bookmarking googling highlighting what is the purpose of this assignment questions item bank which you use for LMS quiz bank for exam software for formative assessment to make that question to design that assignment we will see how these tools and action verbs can be incorporated for understanding because we have to explain ideas concepts and constructs in meaningful written material for that we need advanced searching skills annotating blog journaling tweeting and tagging we need skills like this which we want to see in our students applying in this third level as an existing understanding we have to apply knowledge so what are the tools or techniques to implement to play or to hack analyzing in next stage we will see we have to understand the different components in meaningful sequence so we will say mashing or mind mapping surveying, linking, analyzing these are the different online tools which you can use in your assignment or questions so we want to include them in this for evaluating you have taken a decision you have taken a stance you have given your value judgment you have made some criteria so to see these things the tools available to you are a tool for grading a tool for networking for rating, testing, evaluating for commenting for critiquing we have the options we can give a text in the form of a blog and we can say these are the comments what is your feedback we can give them components to draw meaningful sequences and give our value judgment the last stage is creating we have to create original work, coherent, process or outcome we can use the tool for filming for podcasting a tool is very helpful for students in the time of technology because when we say to our students to create a podcast any stream of field you can see all the skills required so it depends what is your objective for that assignment what you want to do with your students VDW or computer programming or direct mass communication we can use these tools but in the last slide what I talked about we can show it in the form of a graphical representation this is a brief overview which is available on the screen we can use multiple tools we can give multiple activities using digital tools a very important feature in digital taxonomy or in any taxonomy of blooms is action verbs what is action verbs when we want our audience to instigate a level of cognition to hit it to use it to enhance our skill we can use action verbs to phrase our question or statement for remembering this chart is in front of you but I will present the most common use copying searching duplicating bullet pointing retrieving these are the things to phrase or if we are making a reading material for model course if we use action verbs in this way this remembering level of student's brain will be instigated and the skill related to this which we have seen in the previous modules will acquire the skills for understanding we can use action verbs tagging, associating estimating exemplifying predicting comparing and contrasting we can also comment if we start our sentence phrase our question initiate our statement in the comment the knowledge level and understanding level will be instigated in applying we can use action verbs playing, executing implementing sketching integrating articulating examining and acting out it depends on what is our stream of study what is our discipline in which level we are in this is also very important you all know that according to the taxonomy of our blooms as per the taxonomy it moves to easy to difficult similarly when we have to make questions in blooms digital taxonomy we have to do it according to a frame that we have to go from easy to advanced skill in which we call lower order thinking skills to higher order thinking skills in analyzing we use action verbs mind mapping, mashing breaking down deducing, inferencing questioning, structuring restructuring these are different options for action verbs analysis level evaluating the action verbs used are defending, detecting or going validating testing, scoring when you are marking students assignments whatever you do will be evaluated you provide them with guidance after seeing where is the shortage first they identify after that you mention possible improvement then you rate then you give your reflection then you score then you give value judgment whether it is good or poor or needs improvement we want to introduce and enhance our students so assessing, criticizing debating, defending we can use these action verbs in last stage creating is a very good example blogging, video logging which is called vlog devising, podcasting wiki building there are different sites on which we can make pages web pages, personal blogs we can make blogs we can comment on ideas we can make discussion forums we have TED talks we can generate podcasts all these things will be created when we use these action verbs in assignments in our handouts in our questions we want to address these skills in our students now we have seen the six levels of blooms digital we have seen the example the tools associated we have studied and the action verbs we have briefly gone through now we will see what is its application for blooms digital taxonomy since you are teachers it is very significant to understand the application of this classroom you can improve your teaching learning process if you understand the action verbs and use them to tell the students their learning intentions this is expected of the students so these action verbs with their correct use the student gets to know what is the teacher wanting to do when we use the action verb the teacher the teacher will be able to present his content for any content we start with the background we start with the introduction so we are hitting the first level then when we come to its example we are hitting the understanding level similarly when we go after one or two classes or after we go to the next chapters or after we move fortnightly different chapters then we are addressing higher order thinking skills with these action verbs the learning of the teacher is increasing in the reception of the student so this action verbs is very important for teachers now we can start the questions of bloom style so that the students can have deeper thinking one question is the five W's from which every question starts what, where, when, how we start then only we take the student in a special stream but we saw that with different action verbs with different tools we can instigate deeper thinking so for teachers understanding of bloom's digital taxonomy phrasing them teaching them is very important you will see that in the teaching learning process there will be significant improvement teachers can use this taxonomy to differentiate the lessons as we saw every chapter different cognitive skills are made so we can identify them and differentiate them for which topic I have to use my lower order thinking skills but which topic I have to demonstrate which topic I have to analyze which topic I have to show them so for this we can tag different lectures different lessons different subjects this is the application bloom's digital taxonomy when we start you must have seen in its original taxonomy its name is bloom's taxonomy of instructional objectives instructional objectives what are my objectives for that bloom's taxonomy you all know what is the purpose to enhance students learning what is the way to judge learning so what is the role of bloom's digital taxonomy we will see in this slide bloom's digital taxonomy helps the educator to structure reliable online assessment as I told you we will make an online assessment why reliable because not only the action verb not only the digital tool not only it will break down the content so this is a reliable online assessment this is a chance for educators to be creative by utilizing all the levels of taxonomy and connecting it to the subject at hand teachers can prepare questions during online classes we can give real-time questions you can see we have a section of FAQs we also address questions in FAQs we have a reading material model courses we provide reading material to students not only they are watching videos but also reading content so if we use this then with online application students can give quizzes we have an interface of quizzes we use ICT CAHOOT is a website there are such websites which we can use in real-time for online testing and we can create different activities not only for MCQs or descriptive questions we can also go to activity-based evaluation and there are multiple websites available where we can give activities so teachers have to use these different digital resources by making an online assessment when we have made that assessment we can give it directly for real-time or our other module where we call it assessment assignment or GDB we give a question and for a certain period of time we open it for questions so that is also an option online people have to comment on it similarly using any online tools we can use peer assessment that is GDB is when students present it they cannot comment on it or evaluate it so we have different modules we have online software applications so if a student produces their written material then two students or three students or five students can evaluate it so we have to see what is the need and what is the purpose what level are we hitting for students for assessment if we are judging for judgment for evaluating for creating skills we are telling that what kind of learning skills should be improved whether the classroom is teaching better whether the teaching learning process is better thank you very much