25 Matching Annotations
  1. Jul 2020
    1. on a stage two feet high, along which she was led by her keeper, and exhibited like awild beast; being obliged to walk, stand, or sit as he ordered her.”6

      African women’s breasts are dubbed “beastly,” “pendulous” (Schiebinger 26)--using breasts and vaginal physical traits as a determinism to rank women by race. As Saartjie Bartman’s naked body is exhibited an object--reminding of a modern tech convention putting foreign car parts on a pedestal--the male scientific gaze is further scrutinizing and classifying womxn by parts.

      Thus the eyes of the male gaze are the male scientists, carried down to the audience’s white curiosity--the circus scene is disquieting. Further investigation of her body only continues to stretch the spectacle of Saartjie Baartman, exhibited like colonized art within museum, even as a corpse.

  2. Jun 2020
  3. May 2020
    1. Definition: Unit that can be assigned to a group of living beings according to certain criteria. Most of the time, this expresses itself through a separate name for this group.
    1. In 1970 Michener et al. defined "systematic biology" and "taxonomy" (terms that are often confused and used interchangeably) in relationship to one another as follows:
  4. Dec 2019
  5. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

  6. Oct 2019
    1. Disposable Assignment

      Disposable assignments can often be mistaken for low stakes assessments and lower levels of Bloom's taxonomy. The key here may be how long the assignment takes the student to complete and does it have value in highlighting key points of a particular learning module. Low stakes assessments can be powerful so defining what disposable means could be tricky work but important.

  7. Jul 2019
    1. such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

      different from UbD in this way

  8. May 2019
  9. Mar 2019
    1. This is Bloom's taxonomy of cognitive objectives. I selected this page because it explains both the old and new versions of the taxonomy. When writing instructional objectives for adult learning and training, one should identify the level of learning in Blooms that is needed. This is not the most attractive presentation but it is one of the more thorough ones. rating 4/5

    1. This is one of many pages that lists verbs at various levels of Bloom's old taxonomy (verb lists for the new version are easy to find as well). This one has green bars across the page so may not be best for those who are trying to preserve ink though it is easy and attractive to use if referring to it on the screen. Rating 4/5

  10. Jan 2019
    1. To be considered knowledgeable, all you need to do is remember what you learn, understand what you learn, and then apply what you learn.

      I agree with Sean’s critique here insofar as he’s - to my reading - warning against a vision of learning that’s more concerned with mass complacency than individual critical thinking. Yet I find Bloom’s Taxonomy to be a helpful launch point. For instance, I think it’s important for teachers to help students remember what they’ve previously learned in order to build on that knowledge. I think building knowledge does require recall; otherwise, new information remains in isolation. The problem arises when teachers and students alike do not engage in the more complex acts of analyzing and evaluating. For me, when I’m (co)designing a lesson, I return to Bloom not as a tablet delivered from on high, but as a taxonomy of possibility, a collection of verbs that stimulates my own thinking about the types of learning that might happen in a certain class with a specific set of students.

    1. It isn't rocket science, but as Jon indicates, it's incredibly powerful.

      I use my personal website with several levels of taxonomy for tagging and categorizing a variety of things for later search and research.

      Much like the example of the Public Radio International producer, I've created what I call a "faux-cast" because I tag everything I listen to online and save it to my website including the appropriate <audio> link to the.mp3 file so that anyone who wants to follow the feed of my listens can have a playlist of all the podcast and internet-related audio I'm listening to.

      A visual version of my "listened to" tags can be found at https://boffosocko.com/kind/listen/ with the RSS feed at https://boffosocko.com/kind/listen/feed/

  11. Nov 2018
  12. Jun 2017
  13. Apr 2016