Bloom’s Taxonomy is frequently used as a guide for evaluating the level of thinking that a student achieves when completing a given learning task. Frequently technology projects that are are completed using high-tech tools are judged to require the highest level of Bloom’s Revised Taxonomy, CREATION, and thus are awarded the stamp of approval that the project possesses a high degree of educational value. But this judgement is misleading. While a student making a movie may be thinking at the CREATE level as they consider what camera angles would be most effective for creating the right mood or what choices will help them achieve the look and feel for their chosen genre of film-making, they may be only considering the content at the remembering and understanding level. Thus, the highly polished and effective movie is evidence that a student is adept at communication using this modality, but the movie itself does not necessarily demonstrate that the subject-matter content was analyzed, synthesized, evaluated, or more importantly that something was created, with regard to content. Students may be simply reproducing information from other sources. If this is the case, students have not achieved the CREATE level, with regard to the subject matter. This presentation will help educators decipher the difference between project-based assignments that require students to create with the content and those that only require students to create new products. We will also present several sure-fire strategies for how to design projects where students CREATE with content.

1. Creating with
Technology is
NOT Enough

2. Dr. Jason Thibodeau
Philosophy Professor
Clarkston Campus
Heidi Beezley
Instructional Technologist
Decatur Campus

3. Recent Events in
Education

4. First
important facts
about education
today

5. The update to Bloom’s Taxonomy in
2000 placed CREATING as the
highest level of thinking
New and emerging technologies
are exploding with tools and
opportunities for students to CREATE
with technology

6. Goal:
Encourage student technology creations that
truly foster critical thinking about the content at
the CREATE level of Bloom’s

8. Bloom’s Taxonomy

9. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing

10. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing

11. Why is Bloom’s important?
In 1998 Academically made a Arum
Faculty Leon Gardiner Adrift by plea in
2011 overwhelmingly want to
The most effective way to teach critical
Why Roksa cites thinkingdemonstrating
developis to teach it explicitlybut a
thinking critical studies skills, as most
and We Must Change: The Research
Evidence focusedgoals reflect teaching
submittedtrack within a specific content
that many course mainly on the need
separate students are not
to develp critical thinking in students
concepts in a disciplinecritical thinking
demonstrating gains in rather than
course.
teaching to semester
semester critical thinking.
(Abrami, et al., 2008)
(Stark, et al., 1988)

14. Why are these new tools
important?
The new can provideproducts
Students tools connect students the
Creating technology with authentic
opportunity to createandinformation.
develops computing polished and
audiences and real-time software skills
authentic project-management skills
as well as products like videos, reports,
podcasts, websites, blogs,
and potentially collaborative and soft
presentations, tools, etc.
skills.

15. So, how do these two things mashup?

16. This is where
the problem
begins

17. The Problem

18. Bloom’s and Technology
Mashups

19. Bloom’s and Technology
Mashups

20. Bloom’s Digital Taxonomy –
Create Level
• Programming
• Filming
• Animating
• Videocasting
• Podcasting
• Mixing
• Remixing
• Directing
• Producing
• Publishing
• Video blogging
• Blogging
• Wiki-ing
• Building Mash ups
From: Andrew Churches
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

21. What is learned?
In a collaborative team, students create
an animation about the path of food
through the digestive track.
Project Management Skills – Course content–
brainstorming, planning, remembering, understanding level
dividing tasks, meeting thinking about the digestive system
deadlines Critical Thinking – ?
Collaborative Skills/Soft Skills – The majority of critical thinking
Cooperation, leadership, relates to the process of creating
group goal setting an animation NOT in CREATING
Technical Skills – Animation anything with the content ideas
software and concepts

22. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing

23. Student Movie Creation…
• about how basketball would be played differently if
there were no friction
• about how friction affects the action of play during a
basketball game.
• that identifies examples of frictional forces in a
basketball game
• that identifies whether a particular force during a
basketball game is frictional
• that compares and contrasts frictional and applied
forces
• that defines frictional forces in science

24. Creating
a technology project
Creating with the content
≠
(with the ideas, concepts, relationships,
etc. processes, etc.)

25. The Solution

26. Degree of Creation
Creation Taxonomy

27. Creation Taxonomy
Content digested at the CREATE level of
Bloom’s.
Content digested at the EVALUATION,
SYNTHESIS, APPLICATION level of Bloom’s.
Content digested at the REMEMBERING/
UNDERSTANDING level of Bloom’s.
In each case a technology product is CREATED

28. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
http://tinyurl.com/
createlevels

29. Specific Strategies for
Achieving Student Creation
that is jh

30. Problem-
;
Decision Solving
Analogy -
What if?
Metaphor
Piecing
Prediction Together/
Induction

31. ; Problem-
Decide between two or more options where there is no
Decision Solving
clear right option.
Analogy -
What if?
History– In what war would it have been better to have fought in, the
Metaphor
Spanish-American War or the Civil War?
Science – Should wolves be reintrodued in plains states like Kansas and
Nebraska?
Piecing
Prediction
have decided on three layouts for theTogether/ these layouts
Math - A community is planning a coop garden for a neighborhood. They
garden. Which of
Induction
would be best for the community?

32. Consider an alternate reality – What if a key
What if? point, event, decision, law of nature, etc. was
different?
English - What if Antigone found herself in Hamlet’s situation where he
believes that his stepfather has killed his father, how would she respond?
How would her response be similar and different from Hamlet’s and why?
Science – What would the world be like without friction(or with very little
friction)?
World Religions – How would a key figure’s life and work be different if he or
she had converted to a different religion at a key point in his/her life?

33. Predict an unkown reality – Working within a set of
Prediction parameters, students predict an unkown. (Similar to
“What-if?” scenarios)
Social Sciences – If the Republicans gain control of the Oval Office and
both houses of Congress, how will the government approach to the
economy likely be changed?
Science – If an asteroid knocked the moon out of Earth’s orbit, how would
life on Earth be different?
Social Work – If drugs were legalized, how would this policy decision likely
affect the level of drug use with at risk youth?

34. ;Problem- Design a solution to a problem, especially one for
Solving which there is no adequate solution already.
English – Students often have a hard time understanding the structure of
texts. Design a job-aid to help students understand the structure of one the
types of texts listed
Education- Design a plan to increase student vocabulary and reading
fluency in a situation where there is an iPad for every student
Engineering - Design a plan to send a camera into the upper atmosphere
to take pictures of earth.

35. Analogy - Create an effective, informative
Metaphor analogy, metaphor, etc. for a concept, process, or skill
Math – Develop an analogy for understanding the difference between
squares, rhombuses, parallelograms, and rectangles
English – Develop an analogy for understanding the important similarities
and differences between Wuthering Heights and Pride and Prejudice

36. Piecing
Together/ Learners are given a limited number of raw clues and
are asked to develop a theory.
Induction
Foreign Language - Below is a display of pictures of things that Arturo saw
while he walked from his home to a cafe. The pictures are displayed in the
order in which he saw them. Develop a narrative in Spanish that makes
sense of what sorts of places and people he met along the way.”
Philosophy – Given a set of arguments and non-arguments develop a
definition of a philosophical argument.

37. to
sum
up...

38. Problem-
;
Decision Solving
Analogy -
What if?
Metaphor
Piecing
Prediction Together/
Induction

39. Ultimately, you want student creations
to mimic the real-world uses of your
content

40. In the real world…
content knowledge helps us solve-problems
predict affects
make things out
figure decisions

41. Problem-
;
Decision Solving
Analogy -
What if?
Metaphor
Piecing
Prediction Together/
Induction

42. Resources:
http://tinyurl.com/creationfff
Heidi Beezley
Instructional Technologist
Decatur Campus
Heidi.Beezley@gpc.edu
x2409
Jason Thibodeau
Assistant Professor of Philosophy
Clarkston Campus
Jason.Thibodeau@gpc.edu
x3785