CHANGE

THE REAL REASON PEOPLE WON'T CHANGE

**TIPPING POINT** CLUTTER PROBLEMS MAKE IT HARD FOR THINGS TO STICK—(99). If we can hold the attention of children we can educate them! > Pay careful attention to the structure and format of your material thus enhance stickiness. EPIDEMIC TRANSMISSION—(29) A. **The Law of the Few** (132)—there are exceptional people out there who are capable of starting epidemics Mavens, Connectors, and Salesman. Don’t forget that there is virtue in dogged and indiscriminate application of effort, that slow and steady wins the race (257) B. **The stickiness factor**--Once found, the packaging of information becomes irresistible sticky. -- (38) Connectors know lots of people- and influential people. --cultural microrythms (81) (104) Sesame street—preschool audience--not more than 4 minute segments (3 optimal), more than 3 people talking was confusing, not exciting! The mixing of reality and fantasy worked (106)—Muppets with people, not separated. --The nature of the messenger-- Who are the critical people for spreading information? C. **The power of context**—epidemics are sensitive to the conditions and circumstances of the times and places in which they occur (139). The impetus of change is coming from the environmental features (142)—pay attention to the graffiti! Tinker with the smallest details (146) to reverse and epidemic! Are criminals acutely sensitive to their environments (150)? What really matters is the little things! -- (154) there are specific situ’s that are so powerful that they can overwhelm our inherent predispositions or propriospect.

--(160) Fundamental Attribution Error (FAE)…when it comes to interpreting other’s behavior, humans invariably make the mistake of overestimating the importance of fundamental character traits and underestimating the importance of situation and context—we always reach for the dispositional explanation over the contextual. ---“there is something in each of us that wants to explain the world around us in terms of peoples essential attributes: he’s a better basketball player, that person is smarter than I am>” (161)—it comes to character is what we want it to be rather than what we think it is (163) “The convictions in your heart and the actual contents of your thoughts are less important, in the end, in guiding your actions than the immediate context of your behavior.” (164)—it boils down to CONTEXT MATTERS, in the environment and relatively small elements can serve as tipping points (166).

The rule of 150—it takes that many to get a tipping point (175).

Channel capacity- (175) the amount of space in our brain for certain kinds of info. The usual differentiation (natural limit) is about 6 channels or categories for storage of info before confusion or mistake begin to happen when exceeded. This exists for feeling too-sympathy groups and social channel too (150 people). And 50, 000 sq ft to house that many in a company. It comes down to everyone in a large company sharing a common relationship (187) →  transactive memory ( an implicit joint-memory system based on an understanding about who is best suited to remember what kinds of things).

Relationships are often built upon mutual self-disclosure, interpersonal revelation and acceptance (188). →  the paradox of the epidemic—in order to create one contagious movement, you often have to create many small movements first (192). The process starts with a small group of Innovators to the larger Early Adopters, Early majority, and finally Late Majority (197). Innovators and Early Adopters are visionaries seeking revolutionary change whereas the Early Majority is larger, with more inertia and seeking less risk. There is a chasm between Early Adopters and the Early Majority that must be bridgers, Connectors, Mavens, and Salesman! (199)…they have the uncanny ability to translate the message in order to make it contagious (203) by dropping extraneous details and exaggerating others so the message itself acquires deeper meaning. An interpretation that makes sense, even with discordant details, level them out, sharpen and assimilate them into a coherent form (212). A lot of learning takes place in children laterally, from peer groups (241). That is how it can work in groups too! The world does not accord with intuition, it always tests it!

THE WORLD IS FLAT (Thomas L Friedman, 2006) (45) AN MP3 player, WAV sound file, camera, ® upload to the net

Forces that flattened the world Every morning in Africa, a gazelle wakes up. It knows it must run faster than the fastest lion or it will be killed. Every morning a lion wakes up. It knows it must outrun the slowest gazelle or it will starve to death. It doesn’t matter whether you are a lion or a gazelle. When the sun comes up, you better start running. The Triple Convergence From the Berlin Wall going down to the Triple convergence, global players went from 2.5 billion to encompass~ 6-billion players. Many Indians, Russians, Chinese are entering the playing filed hungry for success and ready to outlearn their competition…imagine an Indian class of 100 12th graders crammed into a room 25 x 30 feet and a temperature of 100 degrees. The only sound besides the teacher on a mike is the whir of fans. (213). On a wooden blackboard from a dais, a triangle is drawn and the angles marked inside. The instructor explains the geometrical formula and students rush in a chorus to answer. Class is held 7-days a week in the hope of a child getting into an engineering college. When the students arrive home, they gulp a caffeinated beverage and study several more hours. According to the Institute of International Education, India enrolled more college students in the US than any other country in the world. Most are studying business, engineering, math, or computer science. There is a mad dash of built up aspirations of young educated people seeking an outlet. There is no guarantee that Americans or Eastern European will lead the way. The new players have no legacy as they step onto the playing field. They are not stuck in old ways. We have gone from hippies in the `60’ to Zippies in the 00’s (216)
 * 1) the PC—1981--the Berlin Wall going down 11/9/89
 * 2) Netscape goes public 8/9/95 ®  [|http://info.cern.ch]
 * 3) FTP, HTTP, HTML, SSL, SMTP, POP, TCP/IP, XML, SOAP, XML, AJAX (asynch java script) ® www
 * 4) Every layer of innovation is built on the next—Newton- I have stood on the shoulders of giants.
 * 5) Work Flow Software (76)—stepforth.com --the flat world platform emerges in the 1990’s (91)—the wall comes down, the opening of WINDOWS, rise of the PC ® empower more individuals to become authors of their own content in digital form. ® The spread of the internet and the birth of www. ® the browser, fiber optics ® more people communicating in digital content ® emerging transmission pipes and protocols connecting machines and software standardized business practices ® seamless connections ® global platform of collaboration.
 * 6) Uploading—mouse.org (116) ® blogging –Technorati.com and Facebook.com (119) let people tell their own stories—especially high schooler’s ® RateMyTeachers.com <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® audio versions of the blog is on the way.
 * 7) Wikipedia (120)—the people’s encyclopedia Jan 2001 from Bomis.com NPOV (neutral point of view)
 * 8) Outsourcing—Y2K (126) India became ‘second buyers’ of all the fiber-optics benefiting from the overcapacity <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® China, Russia, Eastern Europe. <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® Netscape 1996—
 * 9) Offshoring (136) Dec 2001 <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® China became members of the WTO in 2001, ensuring economic rights and obligations under Chinese law. There are over 160 cities with populations of 1 million or more. <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® Entirely new business models for $$$. The real strategy is to outrace America and the EU with better training of the young in math, science, and computer skills. In the last 30 years, we have gone from ‘made in China,’ to ‘sold in China,’ to ‘designed in China,’ to ‘dreamed in China!’ (142) in 2003, China surpassed the US as the biggest importer of Japanese products.
 * 1) Supply-Chaining (151) <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® coefficient of flatness (157)—innovative thinking driven from lack of natural resources and adoption of new technology.
 * 2) Insourcing—(167) <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® creating value horizontally <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® small companies can act big because of the flattened world <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® ‘synchronized business solutions’ (170).
 * 3) In-Forming—(176). <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® Google—search engines—
 * 4) The steroids—digital, mobile, personal; and virtual (186). <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® wireless…VoIP, PDA, Skype, RFID chips,
 * 1) Scanning, emailing, printing, faxing, copying from the same machine by 2000 people sensed that something was going on; they could do things never done before. The 10 flatteners <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® new platform <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® global
 * 2) horizontalization (207)—managing horizontally instead of vertically involving business to education to military planning (210) **we have to ask who controls what system, not what is the outcome or effect you want to create!**
 * 3) 3 billion people are now on the playing field that were formerly locked-out! There are new players on a global scale able to affect innovations.

It’s no longer just do your homework, but doing the right kind of homework. (278). There needs to be a reorientation of the way things are taught and learned. How can you make yourself ‘untouchable,’ not outsourced, digitized, transferred abroad, or automated? Can you stay localized and anchored…the middle class is in trouble—(280). It is going to be very competitive. Can you become and ‘explainer (285). How can we inspire and train ‘great adapters’ (289)? It is like training for the Olympics but not knowing which event <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® versatility of training and application.

Nobody works harder at learning than a curious kid. Can you define the problem better than anyone else defines and use the correct strategies toward a solution? (310)
 * 1) Learn how to learn (302) <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® constantly absorb, teach yourself new ways of doing the old and the new.
 * 2) CQ + PQ > IQ curiosity quotient + passion quotient > IQ
 * 1) You need to like people (306). People skills may be more important then computer.
 * 2) Nurture your right brain. <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® Artistry, empathy, seeing the big picture, pursuing the transcendent <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® spirituality (307).
 * 3) Can you be trusted?

(326) is there a steady erosion of America’s scientific and engineering base, which has long been the source of innovation and standard of living? Is there a ‘perfect storm’ brewing; one posing a long-term danger to the U.S. economy? Is there a divergence of retirees from the fields of science and engineering and lack of the younger generation stepping into those shoes? Has the Industrial Age given way to the Information Age and now to the Talent Age? The only sustainable edge is distinctive talent combined with entrepreneurship. There is a requirement of three basics (329). 1. An efficient infrastructure to connect speedily 2. The right education programs 3. The right governance

What are the problems? In a flat world, ‘best practice’ travels fast. In China today, Bill Gates is Britney Spears. In America today, Britney Spears is Britney Spears, and that is our problem (351).
 * 1) Lack of emphasis on engineering and the science with a labor force need of 5% per year. Those in middle school won’t arrive on the scene until 2018.
 * 2) Education gap at the top—(335) and bottom (345)
 * 3) Lack off ambition (340) --

“Remember, in China when you are one in a million—there are 1300 hundred other people just like you.” Microsoft quotes. (353).

Replace the notion of lifetime employment with lifetime employability. (367) <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® adapt, synthesize, and collaborate. “Education is a process not a place” (Miller, 375). Without the reinforcement of high expectations for success, a teacher’s hands are tied. Erica is best at inventing the future (389)

We need a brutally honest introspection (396) —face the brutal facts—(Good to Great)

Einstein Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty, lies opportunity.

The question becomes who will do the changing, you or someone else <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-char-type: symbol; mso-hansi-font-family: 'Times New Roman'; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msochartype: symbol; msohansifontfamily: 'Times New Roman'; msosymbolfontfamily: Symbol;">® by you or to you? (426)

Bloom's Taxonomy Blooms Digitally  []

//By// // Andrew // // Churches ////, //// April 1, 2008 //// from Educators' eZine // Introduction and Background: <![endif]>
 * Bloom's Taxonomy ** In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy //(originally developed as an assessment construct for categorizing degrees of cognitive complexity of assessment items on university exams- he also asserted the importance of all learners working at all levels of the taxonomy-Tomlinson & McTighe, 2006).// This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You cannot understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
 * Bloom's Revised Taxonomy ** In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged in increasing order, from low to high.
 * Bloom's Revised Taxonomy Sub Categories ** Each of the categories or taxonomic elements has a number of key verbs associated with it


 * Lower Order Thinking Skills (LOTS) **
 * Remembering - // Recognizing, listing, describing, identifying, retrieving, naming, locating, finding //
 * Understanding - // Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying //
 * Applying - // Implementing, carrying out, using, executing //
 * Analyzing - // Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating //
 * Evaluating - // Checking, hypothesizing, critiquing, Experimenting, judging, testing, Detecting, Monitoring //
 * Creating - // designing, constructing, planning, producing, inventing, devising, making //
 * Higher Order Thinking Skills (HOTS) ** The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students
 * Bloom's digital taxonomy map Key: ** Elements colored in black are recognized and existing verbs, Elements colored in blue are new digital verbs.

Bloom's Taxonomy Blooms Digitally  []

//By// // Andrew // // Churches ////, //// April 1, 2008 //// from Educators' eZine // Introduction and Background: <![endif]>
 * Bloom's Taxonomy ** In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy //(originally developed as an assessment construct for categorizing degrees of cognitive complexity of assessment items on university exams- he also asserted the importance of all learners working at all levels of the taxonomy-Tomlinson & McTighe, 2006).// This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You cannot understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
 * Bloom's Revised Taxonomy ** In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged in increasing order, from low to high.
 * Bloom's Revised Taxonomy Sub Categories ** Each of the categories or taxonomic elements has a number of key verbs associated with it

<![endif]> Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favorite-ing/local bookmarking, Searching, Googling. || This element of the taxonomy does infer the retrieval of material. This is a key element given the growth in knowledge and information. The digital additions and their explanations are as follows: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing. || The digital additions and their explanations are as follows:
 * Lower Order Thinking Skills (LOTS) **
 * Remembering - // Recognizing, listing, describing, identifying, retrieving, naming, locating, finding //
 * Understanding - // Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying //
 * Applying - // Implementing, carrying out, using, executing //
 * Analyzing - // Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating //
 * Evaluating - // Checking, hypothesizing, critiquing, Experimenting, judging, testing, Detecting, Monitoring //
 * Creating - // designing, constructing, planning, producing, inventing, devising, making //
 * Higher Order Thinking Skills (HOTS) ** The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students
 * Bloom's digital taxonomy map Key: ** Elements colored in black are recognized and existing verbs, Elements colored in blue are new digital verbs.
 * Remembering **
 * ** Key Terms - Remembering: **
 * ** Bullet pointing ** – This is analogous to listing but in a digital format.
 * ** Highlighting ** – This is a key element of most productivity suites; encouraging students to pick out and highlight key words and phrases is a technique for recall.
 * ** Bookmarking or favorite-ing ** – this is where the students mark for later use web sites, resources and files. Students can then organise these.
 * ** Social networking ** – this is where people develop networks of friends and associates. It forges and creates links between different people. Like social bookmarks (see below) a social network can form a key element of collaborating and networking.
 * ** Social bookmarking ** – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
 * ** Searching or "Googling" ** - Search engines are now key elements of students' research. At its simplest the
 * student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
 * Understanding **
 * ** Key Terms - Understanding: **
 * ** Advanced and Boolean Searching ** – This is a progression from the previous category. Students require a greater depth of understanding to be able to create, modify and refine searches to suit their search needs.
 * ** Blog Journaling ** – This is the simplest of the uses for a blog, where a student simply "talks" "writes" or "types" a daily- or task-specific journal. This shows a basic understanding of the activity reported upon. The blog can be used to develop higher level thinking when used for discussion and collaboration.
 * ** Twittering ** – The Twitter site's fundamental question is "what are you doing?" This can be, in its most simplistic form, a one or two word answer, but when developed this is a tool that lends itself to developing understanding and potentially starting collaboration.
 * ** Categorizing ** – digital classification - organizing and classifying files, web sites and materials using folders etc.
 * ** Commenting and annotating ** – a variety of tools exist that allow the user to comment and annotate on web pages, .pdf files and other documents. The user is developing understanding by simply commenting on the pages. This is analogous with writing notes on hand outs, but is potentially more powerful as you can link and index these.
 * ** Subscribing ** – Subscription takes bookmarking in its various forms and simplistic reading one level further. The act of subscription by itself does not show or develop understanding but often the process of reading and revisiting the subscribed-to feeds leads to greater understanding.

Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing. || The digital additions and their justifications are as follows: Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping, validating, tagging. || The digital additions and their explanations are as follows: Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing. || The digital additions and their explanations are as follows: designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups. || The digital additions and their explanations are as follows: Churches, A. 2007, Educational Origami, Bloom's and ICT Tools Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Acknowledgements: For assistance, discussion and often punctuation:Miguel Guhlin, Sheryl Nussbaum-Beach, Alan Knightbridge, Sue Cattell, Raewyn Casey, Marg McLeod, Doug DeKock
 * Applying **
 * ** Key Terms - Applying: **
 * ** Running and operating ** – This is the action of initiating a program or operating and manipulating hardware and applications to obtain a basic goal or objective.
 * ** Playing ** – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
 * ** Uploading and Sharing ** - uploading materials to websites and the sharing of materials via sites like flickr etc. This is a simple form of collaboration, a higher order thinking skill.
 * ** Hacking ** – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective.
 * ** Editing ** – With most media, editing is a process or a procedure that the editor employs.
 * Analysing **
 * ** Key Terms - Analyzing: **
 * ** Mashing ** – mash ups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis.
 * ** Linking ** – this is establishing and building links within and outside of documents and web pages.
 * ** Reverse-engineering ** – this is analogous with deconstruction. It is also related to cracking often with out the negative implications associated with this.
 * ** Cracking ** – cracking requires the cracker to understand and operate the application or system being cracked, analyze its strengths and weaknesses and then exploit these.
 * ** Validating ** – With the wealth of information available to students combined with the lack of authentication of data, students of today and tomorrow must be able to validate the veracity of their information sources. To do this they must be able to analyze the data sources and make judgments based on these.
 * ** Tagging ** – This is organizing, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyze the content of the pages to be able to tag it.
 * Evaluating **
 * ** Key Terms – Evaluating: **
 * ** Blog/vlog commenting and reflecting ** – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
 * ** Posting ** – posting comments to blogs, discussion boards, threaded discussions. These are increasingly common elements of students' daily practice. Good postings like good comments, are not simple one-line answers but rather are structured and constructed to evaluate the topic or concept.
 * ** Moderating ** – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
 * ** Collaborating and networking ** – Collaboration is an increasing feature of education. In a world increasingly focused on communication, collaboration leading to collective intelligence
 * is a key aspect. Effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make. Networking is a feature of collaboration, contacting and communicating with relevant person via a network of associates.
 * ** Testing ** (Alpha and Beta) – Testing of applications, processes and procedures is a key element in the development of any tool. To be an effective tester you must have the ability to analyze the purpose of the tool or process, what its correct function should be and what its current function is.
 * Creating **
 * ** Key Terms – Creating: **
 * ** Programming ** – Whether it is creating their own applications, programming macros or developing games or multimedia applications within structured environments, students are routinely creating their own programs to suit their needs and goals.
 * ** Filming, animating, videocasting, podcasting, mixing and remixing ** – these relate to the increasing availability of multimedia and multimedia editing tools. Students frequently capture, create, mix and remix content to produce unique products.
 * ** Directing and producing ** – to directing or producing a product, performance or production is a highly creative process. It requires the student to have vision, understand the components and meld these into a coherent product.
 * ** Publishing ** – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge overview of not only the content being published, but the process and product. Related to this concept are also ** Video blogging ** – the production of video blogs, ** blogging ** and also ** wiki-ing ** - creating, adding to and modify content in wikis. Creating or ** building Mash ups ** would also fit here.
 * Bibliography **
 * // Email: //**// Andrew Churches //

Bloom's Taxonomy Blooms Digitally  []

//By// // Andrew // // Churches ////, //// April 1, 2008 //// from Educators' eZine // Introduction and Background: <![endif]>
 * Bloom's Taxonomy ** In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy //(originally developed as an assessment construct for categorizing degrees of cognitive complexity of assessment items on university exams- he also asserted the importance of all learners working at all levels of the taxonomy-Tomlinson & McTighe, 2006).// This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You cannot understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
 * Bloom's Revised Taxonomy ** In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged in increasing order, from low to high.
 * Bloom's Revised Taxonomy Sub Categories ** Each of the categories or taxonomic elements has a number of key verbs associated with it

<![endif]> Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favorite-ing/local bookmarking, Searching, Googling. || This element of the taxonomy does infer the retrieval of material. This is a key element given the growth in knowledge and information. The digital additions and their explanations are as follows: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing. || The digital additions and their explanations are as follows:
 * Lower Order Thinking Skills (LOTS) **
 * Remembering - // Recognizing, listing, describing, identifying, retrieving, naming, locating, finding //
 * Understanding - // Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying //
 * Applying - // Implementing, carrying out, using, executing //
 * Analyzing - // Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating //
 * Evaluating - // Checking, hypothesizing, critiquing, Experimenting, judging, testing, Detecting, Monitoring //
 * Creating - // designing, constructing, planning, producing, inventing, devising, making //
 * Higher Order Thinking Skills (HOTS) ** The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students
 * Bloom's digital taxonomy map Key: ** Elements colored in black are recognized and existing verbs, Elements colored in blue are new digital verbs.
 * Remembering **
 * ** Key Terms - Remembering: **
 * ** Bullet pointing ** – This is analogous to listing but in a digital format.
 * ** Highlighting ** – This is a key element of most productivity suites; encouraging students to pick out and highlight key words and phrases is a technique for recall.
 * ** Bookmarking or favorite-ing ** – this is where the students mark for later use web sites, resources and files. Students can then organise these.
 * ** Social networking ** – this is where people develop networks of friends and associates. It forges and creates links between different people. Like social bookmarks (see below) a social network can form a key element of collaborating and networking.
 * ** Social bookmarking ** – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
 * ** Searching or "Googling" ** - Search engines are now key elements of students' research. At its simplest the
 * student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
 * Understanding **
 * ** Key Terms - Understanding: **
 * ** Advanced and Boolean Searching ** – This is a progression from the previous category. Students require a greater depth of understanding to be able to create, modify and refine searches to suit their search needs.
 * ** Blog Journaling ** – This is the simplest of the uses for a blog, where a student simply "talks" "writes" or "types" a daily- or task-specific journal. This shows a basic understanding of the activity reported upon. The blog can be used to develop higher level thinking when used for discussion and collaboration.
 * ** Twittering ** – The Twitter site's fundamental question is "what are you doing?" This can be, in its most simplistic form, a one or two word answer, but when developed this is a tool that lends itself to developing understanding and potentially starting collaboration.
 * ** Categorizing ** – digital classification - organizing and classifying files, web sites and materials using folders etc.
 * ** Commenting and annotating ** – a variety of tools exist that allow the user to comment and annotate on web pages, .pdf files and other documents. The user is developing understanding by simply commenting on the pages. This is analogous with writing notes on hand outs, but is potentially more powerful as you can link and index these.
 * ** Subscribing ** – Subscription takes bookmarking in its various forms and simplistic reading one level further. The act of subscription by itself does not show or develop understanding but often the process of reading and revisiting the subscribed-to feeds leads to greater understanding.

Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing. || The digital additions and their justifications are as follows: Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping, validating, tagging. || The digital additions and their explanations are as follows: Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing. || The digital additions and their explanations are as follows: designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups. || The digital additions and their explanations are as follows: Churches, A. 2007, Educational Origami, Bloom's and ICT Tools Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Acknowledgements: For assistance, discussion and often punctuation:Miguel Guhlin, Sheryl Nussbaum-Beach, Alan Knightbridge, Sue Cattell, Raewyn Casey, Marg McLeod, Doug DeKock The new terms are defined as: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29 (Anderson & Krathwohl, 2001, pp. 67-68)
 * Applying **
 * ** Key Terms - Applying: **
 * ** Running and operating ** – This is the action of initiating a program or operating and manipulating hardware and applications to obtain a basic goal or objective.
 * ** Playing ** – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
 * ** Uploading and Sharing ** - uploading materials to websites and the sharing of materials via sites like flickr etc. This is a simple form of collaboration, a higher order thinking skill.
 * ** Hacking ** – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective.
 * ** Editing ** – With most media, editing is a process or a procedure that the editor employs.
 * Analysing **
 * ** Key Terms - Analyzing: **
 * ** Mashing ** – mash ups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis.
 * ** Linking ** – this is establishing and building links within and outside of documents and web pages.
 * ** Reverse-engineering ** – this is analogous with deconstruction. It is also related to cracking often with out the negative implications associated with this.
 * ** Cracking ** – cracking requires the cracker to understand and operate the application or system being cracked, analyze its strengths and weaknesses and then exploit these.
 * ** Validating ** – With the wealth of information available to students combined with the lack of authentication of data, students of today and tomorrow must be able to validate the veracity of their information sources. To do this they must be able to analyze the data sources and make judgments based on these.
 * ** Tagging ** – This is organizing, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyze the content of the pages to be able to tag it.
 * Evaluating **
 * ** Key Terms – Evaluating: **
 * ** Blog/vlog commenting and reflecting ** – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
 * ** Posting ** – posting comments to blogs, discussion boards, threaded discussions. These are increasingly common elements of students' daily practice. Good postings like good comments, are not simple one-line answers but rather are structured and constructed to evaluate the topic or concept.
 * ** Moderating ** – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
 * ** Collaborating and networking ** – Collaboration is an increasing feature of education. In a world increasingly focused on communication, collaboration leading to collective intelligence
 * is a key aspect. Effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make. Networking is a feature of collaboration, contacting and communicating with relevant person via a network of associates.
 * ** Testing ** (Alpha and Beta) – Testing of applications, processes and procedures is a key element in the development of any tool. To be an effective tester you must have the ability to analyze the purpose of the tool or process, what its correct function should be and what its current function is.
 * Creating **
 * ** Key Terms – Creating: **
 * ** Programming ** – Whether it is creating their own applications, programming macros or developing games or multimedia applications within structured environments, students are routinely creating their own programs to suit their needs and goals.
 * ** Filming, animating, videocasting, podcasting, mixing and remixing ** – these relate to the increasing availability of multimedia and multimedia editing tools. Students frequently capture, create, mix and remix content to produce unique products.
 * ** Directing and producing ** – to directing or producing a product, performance or production is a highly creative process. It requires the student to have vision, understand the components and meld these into a coherent product.
 * ** Publishing ** – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge overview of not only the content being published, but the process and product. Related to this concept are also ** Video blogging ** – the production of video blogs, ** blogging ** and also ** wiki-ing ** - creating, adding to and modify content in wikis. Creating or ** building Mash ups ** would also fit here.
 * Bibliography **
 * // Email: //**// Andrew Churches //
 * ** Remembering ** : Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
 * ** Understanding ** : Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
 * ** Applying ** : Carrying out or using a procedure through executing, or implementing.
 * ** Analyzing ** : Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
 * ** Evaluating ** : Making judgments based on criteria and standards through checking and critiquing.
 * ** Creating ** : Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Structural changes
Structural changes seem dramatic at first, yet are quite logical when closely examined. Bloom's original cognitive taxonomy was a one-dimensional form. With the addition of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be learned) while the second identifies The Cognitive Process Dimension (or the process used to learn). As represented on the grid below, the intersection of the knowledge and cognitive process categories form twenty-four separate cells as represented on the "Taxonomy Table" below. The Knowledge Dimension on the left side is composed of four levels that are defined as Factual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive Process Dimension across the top of the grid consists of six levels that are defined as Remember, Understand, Apply, Analyze, Evaluate, and Create. Each level of both dimensions of the table is subdivided. Each of the four Knowledge Dimension levels is subdivided into either three or four categories (e.g. Factual is divided into Factual, Knowledge of Terminology, and Knowledge of Specific Details and Elements). The Cognitive Process Dimension levels are also subdivided with the number of sectors in each level ranging from a low of three to a high of eight categories. For example, Remember is subdivided into the three categories of Remember, Recognizing, and Recalling while the Understanding level is divided into eight separate categories. The resulting grid, containing 19 subcategories is most helpful to teachers in both writing objectives and aligning standards with curricular. The "Why" and "How" sections of this chapter further discuss use of the Taxonomy Table as well as provide specific examples of applications.

Copyright (c) 2005 Extended Campus -- Oregon State University [] Designer/Developer - Dianna Fisher Caption: As one can see from the Oregon State chart above, the intersection of the six Cognitive Process defined dimensions (Remember, Understand, Apply, Analyze, Evaluate, and Create) with the four Knowledge Dimensions (defined as Factual, Conceptual, Procedural, and Meta-Cognitive) forms a grid with twenty-four separate cells as represented. Each of the cells contains a hyperlinked verb that launches a pop-up window containing definitions and examples. [[|edit]]
 * **Table1.** //Bloom's Taxonomy// ||  ||
 * **The Knowledge Dimension** |||||||||||| **The Cognitive Process Dimension** ||  ||
 * ^  || [|Remember] || [|Understand] || [|Apply] || [|Analyze] || [|Evaluate] || [|Create] ||   ||
 * [|Factual Knowledge] || [|List] || [|Summarize] || [|Classify] || [|Order] || [|Rank] || [|Combine] ||  ||
 * [|Conceptual Knowledge] || [|Describe] || [|Interpret] || [|Experiment] || [|Explain] || [|Assess] || [|Plan] ||  ||
 * [|Procedural Knowledge] || [|Tabulate] || [|Predict] || [|Calculate] || [|Differentiate] || [|Conclude] || [|Compose] ||  ||
 * [|Meta-Cognitive Knowledge] || [|Appropriate Use] || [|Execute] || [|Construct] || [|Achieve] || [|Action] || [|Actualize] ||  ||

Changes in Emphasis
Emphasis is the third and final category of changes. As noted earlier, Bloom himself recognized that the taxonomy was being "unexpectedly" used by countless groups never considered an audience for the original publication. The revised version of the taxonomy is intended for a much broader audience. Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assessment" (oz-TeacherNet, 2001). [[|edit]]

Why use Bloom's Taxonomy?
As history has shown, this well known, widely applied scheme filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning. The cumulative hierarchical framework consisting of six categories each requiring achievement of the prior skill or ability before the next, more complex, one, remains easy to understand. Out of necessity, teachers must measure their students' ability. Accurately doing so requires a classification of levels of intellectual behavior important in learning. Bloom's Taxonomy provided the measurement tool for thinking. With the dramatic changes in society over the last five decades, the Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs. The structure of the Revised Taxonomy Table matrix "provides a clear, concise visual representation" (Krathwohl, 2002) of the alignment between standards and educational goals, objectives, products, and activities. Today's teachers must make tough decisions about how to spend their classroom time. Clear alignment of educational objectives with local, state, and national standards is a necessity. Like pieces of a huge puzzle, everything must fit properly. The Revised Bloom's Taxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal or objective. The twenty-four-cell grid from Oregon State University that is shown above along with the [|Printable Taxonomy Table Examples] can easily be used in conjunction with [|a chart]. When used in this manner the "Essential Question" or lesson objective becomes clearly defined. [[|edit]]

How can Bloom's Taxonomy Be Used?
A search of the World Wide Web will yield clear evidence that Bloom's Taxonomy has been applied to a variety of situations. Current results include a broad spectrum of applications represented by articles and websites describing everything from corrosion training to medical preparation. In almost all circumstances when an instructor desires to move a group of students through a learning process utilizing an organized framework, Bloom's Taxonomy can prove helpful. Yet the educational setting (K-graduate) remains the most often used application. A brief explanation of one example is described below. The educational journal Theory into Practice published an entire issue on the Revised Bloom's Taxonomy. Included is an article entitled, "Using the Revised Taxonomy to Plan and Deliver Team-Taught, Integrated, Thematic Units" (Ferguson, 2002). The writer describes the use of the revised Bloom's Taxonomy to plan and deliver an integrated English and history course entitled "Western Culture." The taxonomy provided the team-teachers with a common language with which to translate and discuss state standards from two different subject areas. Moreover, it helped them to understand how their subjects overlapped and how they could develop conceptual and procedural knowledge concurrently. Furthermore, the taxonomy table in the revised taxonomy provided the history and English teachers with a new outlook on assessment and enabled them to create assignments and projects that required students to operate at more complex levels of thinking (Abstract, Ferguson, 2002). Additionally, [|The Encyclopedia of Educational Technology] website contains an excellent and extensive description of the use of the Revised Taxonomy Table in writing, examining and revising objectives to insure the alignment of the objectives with both the standards and the assessments. Three charts can be found on the site one of which compares "Unclear Objectives" with "Revised Objectives". Bloom's group initially met hoping to reduce the duplication of effort by faculty at various universities. In the beginning, the scope of their purpose was limited to facilitating the exchange of test items measuring the same educational objectives. Intending the Taxonomy "as a method of classifying educational objectives, educational experiences, learning processes, and evaluation questions and problems" (Paul, 1985 p. 39), numerous examples of test items (mostly multiple choice) were included. This led to a natural linkage of specific verbs and products with each level of the taxonomy. Thus, when designing effective lesson plans, teachers often look to Bloom's Taxonomy for guidance. Likewise the Revised Taxonomy includes specific verb and product linkage with each of the levels of the Cognitive Process Dimension. However, due to its 19 subcategories and two-dimensional organization, there is more clarity and less confusion about the fit of a specific verb or product to a given level. Thus the Revised Taxonomy offers teachers an even more powerful tool to help design their lesson plans. As touched upon earlier, through the years, Bloom's Taxonomy has given rise to educational concepts including terms such as high and low level thinking. It has also been closely linked with multiple intelligences (Noble, 2004) problem solving skills, creative and critical thinking, and more recently, technology integration. For example, currently, [|the State of Georgia K-12 Technology Plan] has included in its website an excellent graphic depicting technology alignment using Bloom's Taxonomy with learning through the two axes of instructional approach and authenticity. Using the Revised Taxonomy in an adaptation from [|the Omaha Public Schools Teacher's Corner], a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table. Although this is a very simple example of the application of Bloom's taxonomy the author is hopeful that it will demonstrate both the ease and the usefulness of the Revised Taxonomy Table. [[|edit]]
 * Remember ** : Describe where Goldilocks lived.
 * Understand ** : Summarize what the Goldilocks story was about.
 * Apply ** : Construct a theory as to why Goldilocks went into the house.
 * Analyze ** : Differentiate between how Goldilocks reacted and how you would react in each story event.
 * Evaluate ** : Assess whether or not you think this really happened to Goldilocks.
 * Create ** : Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

Summary
Countless people know, love and are comfortable with the original Bloom's Taxonomy and are understandably hesitant to change. After all, change is difficult for most people. The original Bloom's Taxonomy was and is a superb tool for educators. Yet, even "the original group always considered the [Taxonomy] framework a work in progress, neither finished nor final" (Anderson & Krathwohl 2001 p. xxvii). The new century has brought us the Revised Bloom's Taxonomy which really is new and improved. Try it out; this author thinks you will like it better than cake.