Digital Bloom's

The world was revolutionized in 2006-2007 when the internet was transformed by easy to use technologies that became known as web 2.0 tools.  These tools -- blogs, wikis, and podcasts -- quickly began to change the internet from a static repository of information into a vehicle for content creation, sharing, and publication. Suddenly anybody could be an author to a world audience. In the same years, Facebook and YouTube emerged and the iPhone represented the birth of the smartphone.  The shift to a digital, mobile, networked society has had a profound impact on the way people learn.  And this is one of the reasons why many educators have adopted Digital Bloom's Taxonomy. 

Digital Bloom's is based on the same principles as the original and revised version of Blooms; however, rather than focusing on a specific cognitive experience a learner encounters in a learning order, it moves straight to examining verbs that reference a digital, mobile context.  Many of the verbs, however, have already been superseded by new technologies -- which is the challenge of our technologized society.  This is why you must master your own search skills to seek and discover what is current today!

Many digital tools are social in nature. They bring groups of people together to collaborate, edit, create, curate within an online space. These activities may take place live (synchronously) or be delayed (asynchronous), but the value they bring to learning has been applauded by educators since they emerged.  Tools that naturally encourage and foster collaboration are directly correlated with the evaluate level of Bloom's and can often also integrate the capability to publish student-generated work as well, or be a preliminary step in a project to doing so. Publishing qualifies as creating, the highest order in the cognitive domain.  Do not underestimate the power of social, digital technologies in learning.