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Taxonomy Books, Articles, and Reports. Typologies and Taxonomies : An Introduction to Classification Techniques (Quantitative Applications in the Social Sciences), by Kenneth D.

Taxonomy Books, Articles, and Reports

Bailey ( Sorting Things Out: Classification and Its Consequences, by Geoffrey C. Bowker, Susan Leigh Star ( Organising Knowledge, Taxonomies, Knowledge and Organizational Effectiveness, by Patrick Lambe ( Information Architecture for the World Wide Web, by Peter Morville and Louis Rosenfeld ( Knowledge Representation: Logical, Philosophical, and Computational Foundations , by John F. The Intellectual Foundation of Information Organization (Digital Libraries and Electronic Publishing), by Elaine Svenonius ( The Organization of Information : Second Edition (Library and Information Science Text Series), by Arlene G. Taxonomies: Frameworks for Corporate Knowledge, by Jan Wyllie ( Articles A Metadata Primer, by Tony Byrne, CMS Watch.

Facets in Your Future, by Bob Doyle. Moodle Tool Guide for Teachers. A Model of Learning Objectives. A statement of a learning objective contains a verb (an action) and an object (usually a noun).

A Model of Learning Objectives

The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5) The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1). (Table 1 adapted from Anderson and Krathwohl, 2001, pp. 67–68.) The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2).

(Table 2 adapted from Anderson and Krathwohl, 2001, p. 46.). Recommended resources Bloom et al.' Bloom's Taxonomy - An Overview and Bloom's Taxonomy - Designing Activities (Colorado Community College System Faculty Wiki) Revising Bloom's Taxonomy. *Anderson, L.W. Bloom’s Digital Taxonomy Resources. As part of preparing for a series of presentations at various conferences this year, I have developed six quick sheets for Bloom’s Digital Taxonomy.

Bloom’s Digital Taxonomy Resources

These resources outline the different taxonomic levels and provide the Digital Taxonomy Verbs with some (this is not exhaustive) possibilities for classroom use. For the complete Bloom’s Digital Taxonomy go to the Educational Origami Wiki @ Blooms' Taxonomy. ActionWords. Bloom's Digital Taxonomy. This is the introduction to Bloom's Digital Taxonomy.

Bloom's Digital Taxonomy

The different taxonomical levels can be viewed individually via the navigation bar or below this introduction as embedded pages. 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 describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, infowhelm (the exponential growth in information), increasing ubiquitous personal technologies or cloud computing.Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning.

Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example. Key Resources This infographic links Blooms Digital Taxonomy to the communication spectrum. Applying.