This is Bloomin’ Confusing

Reflections on Siemens, George (2004). “Connectivism” and Andrew Churches’ “Bloom’s Taxonomy Digitally“.

 

Bloomin’ Confusing

I was stopped by this statement by George Siemens in his article, “Connectivism” where he states that one of the principles of connectivism is that learning may reside in non-human appliances.  I was stopped because my response to this was, “Well, what makes us human then, if computers now can know more than we do and learn, even?

Sugata Mitra asked a question at one of his talks that I attended.  He asked us if “knowing” was obsolete now.  We have Google at our fingertips and can look up pretty much any piece of information. Is it necessary to “know” anymore?

Homosapien means the “Man that knows” but what are we if don’t need to know anymore?  I spent quite a long time this week trying to think of some attribute that humans have that separates us from the animals.

I am not an anthropologist and it’s been many years since my last psychology class on Motivation (which I LOVED and still remember bits and pieces from, 20 years later…).  If you’re looking for researched-backed assertions, you won’t get any.  But, I will propose what I believe separates us from the animals:  Humans have a unique capacity to Create.

We create not just to meet our survival needs, but for the pleasure of it.  I am a musician and we can labour for hours to perfect a piece.  We execute it and as the last sounds die away, we are left with emptiness once again.  Why exactly did I work so hard for something so ephemeral?  (Sometimes I wish I was a painter because at least what I’ve created has some permanency.)  I guess it is because there is something pleasureable to humans being able to take raw materials and then to transform them to something we’ve imagined uniquely in our minds.

This leads me to our second reading for this week:  Digital Bloom’s Taxonomy.  My first thought was, “Hey, isn’t this cool?  People have linked skills and activities in ICT to Bloom’s Taxonomy!”  After I perused the pages, my second thought was, “OMG!  This is so BLOOM’IN CONFUSING!”  The information was too dense and made me feel overwhelmed, instead of enlightened.

Bloom’s taxonomy in the digital classroom hardly has any resemblance to what it was when I first studied it.  So, I will pull out of it what speaks to me and wipe aside all the white noise.  (I think filtering is a skill we need to have confidence to exercise. There is so much information and research out in the world.  We need to know what to take onboard and to cut out all the rest of the cra…oops I mean, “noise”.)

I believe that when Creation is the goal that learning happens spontaneously and with little awareness of the intense effort needed.  The latter is important to note.  It takes a tremendous amount of effort and dedication to “create” but the paradox (for me, anyways) is that there is little awareness of the effort when the goal is more important than finding rest.  So, the latter is the key to student-driven learning.   When the goal is more important than rest from work, learning happens and it is student-driven.

Here is an example from my own life, to further explain:  I might read a software manual because it’s “good for me” but I won’t remember a thing.  However, if you show me something that another person has created using a certain software, all of a sudden, it’s completely different.  That person’s project would inspire me to try my own project.  Then, see me zipping through the software manual trying to figure out how to do it.  Moreover, I’ll remember the things I’ve learned from reading the software manual in order to finish a project.  When I’m confronted by a problem, there will be no obstacle that I will not surmount in order to solve it.  If the manual doesn’t help me, then I will turn to the internet.   I have that image in my mind of what I want to create driving me to finish my goal.

Now, that knowledge resides on the internet, students don’t need to depend on their teachers for “knowledge”.  They can find it themselves.  Moreover, they’ll remember it better if they find it themselves.  I always tell my children that there is no answer that can’t be found on the internet.  Someone–somewhere– has had a similar question and has already asked it on the internet.  The challenge is to put in the right search terms in Google in order to find the answer. I have yet to find a question that someone has not already asked and received an answer on the internet.  

This idea is gaining ground in education and I agree with it:  We can start with CREATION in our digitally interconnected world.  Creation, traditionally, was seen as the highest tier on the taxonomy.  Implied was that it was the last thing to be addressed:  You give the students the knowledge and move up the rungs and at the end of the unit –if you have time in the curriculum–you may get to create something new with what you’ve learned.

If we want to exploit the strength of the internet now, perhaps we need to give students the greater responsibility in the Knowledge area of Bloom’s and focus on the Creation part as teachers to inspire student-driven learning.

What exactly am I saying?  Perhaps we need to start with Creation:  Give students projects that inspire them and excite them.  Allow them choice and enough open-endedness that they can put their own personality-stamp on the project.    Then, watch the students move through the needed stages on their way to Creation, as enthusiasm and the necessary problem-solving  in the creation-process pushes them.

We are preparing our students for skills and careers that don’t even exist yet in the world.  So, this further strengthens the argument that dispensing knowledge is no longer a teacher’s main role because the students’ main role is no longer to absorb knowledge.  The knowledge we give them may be meaningless in their future jobs that haven’t even been invented yet.  In a world of Connectivism, what may be more important is the ability to access knowledge and to discern it’s authenticity, validity, and reliability.  I can predict that university degrees will be less about the content we’ve absorbed and more about the skills we have to access  content through the internet and understanding its authenticity and validity in order to apply it towards a good-end.

I will propose that Creation is now the starting point and also the goal.  Accessing information and problem-solving along the way is the new means to the new end.

Here… I will exercise my Creation skills and create my own image to illustrate my more simplified view of the new Bloom’s Taxonomy in a digital classroom.

Where are you creative in your life?  

~Vivian 

 

About Vivian

Vivian @ChezVivian is a Canadian-born Chinese, currently living in Switzerland. She has also lived in Hong Kong and Indonesia. She holds a M.S. (focus: Educational Technology Integration), B.Ed and a B.A. and graduate studies in Kodály and Orff music pedagogy. She is an elementary school classroom generalist, but has also taught as a music specialist, ESL/EAL and also in Learning Support. Most of her teaching career was in International Schools in Hong Kong. She is excited about the IBPYP and the possibilities of using technology to Inquire. Recently, she has been looking at the opportunities that computer programming gives to put #TECHXture back into the hands of children. In other words, technology need not be just about looking at screens. It can be about building things with our hands and computer programming levels-up what children can do with the things they build---encouraging higher thinking skills. She is a Coetail Post-graduate Certificate grad ('13-'14), a former Coetail Coach and one of the co-founders of #CoetailChat. Her blog home www.coetail.com/chezvivian curates her assignments for Coetail and her M.S. graduate studies about Educational Technology integration and anything else educationally-related that she feels inspired to write about. Her twitter tagline sums it up: "Mom to 4, Mentor, Educator, Musician (in that order)".
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7 Responses to This is Bloomin’ Confusing

  1. Jeff Utecht says:

    Awesome….take what you can use and let the cra…..noise past by. That is a mind set that needs to be adopted by all. If you don’t you feel overwhelmed fast.

    Great diagram! Visuals are always a great way to wrap up your thinking and share it with others.

  2. I love this! I totally agree – it was confusing and I’m glad someone else thought so too. I think I need more time to fully use all the information there but there were a lot of interesting online tools and programmes listed.

  3. Vivian says:

    Hello Jayne

    I’m glad you felt the same way as me. I went from “Hey, this is cool!” to “OMG I am so inadequate. I have no clue what to do with this.”

    I think there are great things that people have done with Bloom’s Taxonomy in the digital classroom but woah…too much information for me right now. I’ll take out of it what works for me and what speaks to me and leave the rest for much, much later.

    It was a good reminder to me that when we fling open the doors to the World-Wide Web that we are careful that we don’t overwhelm our students either.

    I enjoyed the challenge of distilling the information down to a level that made sense to me.

    Thanks for the encouraging words!

    Vivian

  4. Absolutely… actually my final lesson plan for course 1 is going to be exactly about this. I haven’t posted it yet but I will at some point tonight!

  5. Vivian says:

    I’ll be on the look-out for your the lesson plan. Sounds interesting! Thanks for the “heads-up”.

    ~Vivian

  6. I loved your post Vivian! It’s really good to see the same musings and contemplations have worded so articulately (and playfully) by you. A few months before starting this course I engaged in watching the TedTalks by Educators and I really found the Sugata Mitra’s “Hole in the Wall”experiment to be quite insightful. Here’s the link: link to hole-in-the-wall.com It reorganized my thinking that one to one computers in the classrooms may not be as useful to the student as four to one which forces student to collaborate and share their ideas with others which fosters understanding. Here’s to inverting Bloom’s Pyramid!

  7. Vivian says:

    Hello Claudelle

    Thanks for stopping by and commenting. I had the privilege of hearing Sugata Mitra twice in person. It reinforces to me that it’s really our relationships and connections to each other that create real learning and not just the machine in front of us. Imagine how richer our experience here on Coetail is because we can comment back and forth about our ideas. The 1:1 might be more important for when the kids return back home after school.

    Vivian