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https://www.researchgate.net/figure/The-Structure-of-the-Egg-Drop-Experiment_fig1_267232119

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Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

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https://teach.qld.gov.au/latest-articles/breaking-mould-itd-teacher

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​Mikaella Mallet is an Industrial Technology and Design (ITD) teacher at Mackay North State High School who is challenging stereotypes for teachers in her field by inspiring students and proving that anybody can teach ITD.

In a teaching discipline that is dominated by men, Mikaella graduated in 2018 as the only woman in her class with ITD as her teaching discipline major and believes people are missing out on pursuing an amazing career path in ITD.

'I don't think people know they can teach ITD because they believe they require a trade to be able to get into the course. Women I've come across in the workplace didn't know it was a subject they could have taken at university,' Mikaella said.

Mikaella's motivation to teach

Mikaella comes from a family of teachers and had not considered following in their footsteps until she observed her father engage and inspire his students in the wonder of learning and she was hooked.

'I didn't enjoy high school when I was younger and I didn't engage with too many of my classes. After seeing my father inspire his students, I knew I wanted to help other students understand they can enjoy their learning experience by engaging with what they are learning,' Mikaella said.

'If I can get one student to find inspiration in what I'm saying and end up finding a job that they can go into and enjoy, then that's all I want.'

Challenges of teaching ITD

When Mikaella first started her teaching career, she noticed that people were often surprised when she revealed she was an ITD teacher that enjoyed wearing a dress to work.

'There is maybe a perception that women can't teach ITD... and I was able to prove them wrong by showing them what I can do in the classroom,' Mikaella said.

'We have had teachers come across from a science background who don't know anything about ITD, but our school has provided them with support to gain the knowledge and skills they need to teach ITD.

'If you can find a school that supports you, then you don't need to have that initial knowledge of the subject because they will give you the resources you need and the rest will come with practice and a positive attitude.'

Perks of the trade

Before she graduated, Mikaella had already received employment offers from schools around the state and believes other women would also be spoilt for choice if they decided to become an ITD teacher.

Mikaella encourages everyone to consider ITD if they have the slightest interest and she leaves us with her final words of wisdom to anyone considering it as a career path.

'They say don't judge a book by its cover, but my advice is don't be scared to try something new, otherwise you may not find something you love to do,' Mikaella said.

The demand for industrial design and technology teachers is high across the state and will continue to be in the coming years. Find out more about high priority teaching locations throughout the state and priority teaching disciplines to increase your chances of gaining a teaching position.

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high demand teaching areas; support for beginning teachers; teaching in a queensland state school; application for teaching jobs; industrial technology and design; itd; high demand; teacher types; tq-high-demand; tq-teacher-types; tq-cq-region

# data[].attributes.attachment_link.title
Breaking the mould of an Industrial Technology and Design (ITD) teacher

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​Mikaella Mallet is an Industrial Technology and Design (ITD) teacher at Mackay North State High School who is challenging stereotypes for teachers in her field by inspiring students and proving that anybody can teach ITD.

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Digital Media within the Woodworking Environment

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Digital Media within the Woodworking Environment

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https://blog.anthonythomas.com/how-todays-woodworkers-use-social-media

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How Today’s Woodworkers Use Social Media

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In this post, we’ll describe how today’s woodworkers use social media and how your brand can get involved in their conversations.

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https://www.qcaa.qld.edu.au/p-10/past-curriculum-documents/yrs-8-10-lower-secondary-subject-area-guidelines/industrial-technology-and-design-itd/industrial-technology-design-education

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Queensland Curriculum and Assessment Authority

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Subject area syllabuses and guidelines are based on an outcomes approach and contain learning outcomes for Levels 4 to Beyond Level 6. Some of the learning outcomes come from key learning area ( KLA) syllabuses, while others are unique and characterise the particular subject area. The relationship between KLA s and subject area syllabuses is shown in:

The syllabus and supporting materials can be downloaded from this website.

Download document

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Industrial Technology and Design (ITD) Education subject area (2005)

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Subject area syllabuses and guidelines are based on an outcomes approach and contain learning outcomes for Levels 4 to Beyond Level 6. Some of the learning outcomes come from key learning area ( KLA) syllabuses, while others are unique and characterise the particular subject area.

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https://education.qld.gov.au/initiatives-and-strategies/health-and-wellbeing/workplaces/safety/managing/industrial-technology-design

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Industrial Technology and Design (ITD) relates to secondary curriculum delivered across Junior Secondary and Senior Secondary subjects offered in Queensland state schools. Commonly, these subjects incorporate theoretical knowledge with practical application in learning environments that include: computer applications; workshops and practical workspaces; a variety of equipment (both fixed and portable); and a range of materials - typically associated with wood, metal, plastics and their related products and accessories.

Departmental procedures and guidelines

Resources

Legislation and other links

What is the ITD Discussion List?

The Managing Industrial Technology and Design activities in secondary schools - Discussion List has been established to provide a forum to discuss ITD issues. It can be used to share ideas, raise problems, debate issues and seek advice on ITD activities via direct emails to subscribed members.

The ITD Discussion List is administered by the Organisational Safety and Wellbeing Unit within the department.

Discussion on the list is informal in its tone; however, communication must remain appropriate, respectful and supportive.

Advertising on the list is not appropriate. Companies who have 'mistakenly' joined the list with the intention of broadcasting advertisements will have their subscription terminated.

How to join the ITD Discussion List

To Join the ITD discussion list select 'Subscribe or Unsubscribe' from the Options menu on the right-hand side, enter your name and email details and submit.

You will receive an email to acknowledge your subscription and information regarding protocols for the use of the list.

*Please note that you can unsubscribe from this Discussion List at any time. Just use the same link above to unsubscribe.

Access archive messages from the ITD Discussion List

All information posted to the discussion list is archived which allows subscribers to view past messages and responses. As many commonly asked questions have already been discussed please use the 'Search Archives' menu option to see if your question has already been answered.

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industrial technology and design manual arts; itd; managing health and safety; organisational safety and wellbeing unit;

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Industrial technology and design (manual arts)

# data[].attributes.attachment_link.description
Industrial Technology and Design (ITD) relates to secondary curriculum delivered across Junior Secondary and Senior Secondary subjects offered in Queensland state schools. Commonly, these subjects incorporate theoretical knowledge with practical application in learning environments that include: computer applications; workshops and practical workspaces; a variety of equipment (both fixed and portable); and a range of materials - typically associated with wood, metal, plastics and their related products and accessories.

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https://www2.education.vic.gov.au/pal/cybersafety/policy

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This policy outlines measures schools must take to support students to engage with digital technology in a safe and responsible way. Schools have a duty of care to students to take reasonable steps to ensure digital learning is conducted in a safe and responsible manner.

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https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/online-safety/

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The purpose of this curriculum connection is twofold. It is designed to: guide teachers to identify content in the Australian Curriculum that supports the teaching and learning of online safety connect teachers to a range of interdisciplinary resources that have been developed to support the teaching and learning of online safety.

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https://hybridpedagogy.org/tag/what-is-digital-pedagogy/

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Digital Pedagogy is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.

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https://www.ais.wa.edu.au/index.php/event/developing-digital-pedagogy-integrating-ict-your-classroom

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Event registration is Closed

Description

The effective use of ICT is beneficial for both students and teachers. This session focuses on how you can get the best out of ICT for your classroom.

This hands-on workshop aims to develop participants' effective use of ICT to help teachers teach and students learn. It is framed around the development of critical thinking, creativity, collaboration and communication. Participants will learn about using ICT to engage, extend and enhance learning experiences. This session is suitable for primary and secondary educators with some initial experience using ICT in the classroom and those seeking to develop leadership in the area of ICT. Most resources will be non-platform specific, although, there will be an exploration of some Windows and Apple applications.

The session will involve the use of laptop computers, iPads and mobile phones. It is recommended that you bring your own digital devices, although, AISWA can provide devices if necessary.

Expect to:

Develop innovative usage of common ICT platforms
Explore new ICT platforms
Immerse yourself in Augmented Reality and Virtual Reality
Create some classroom-ready resources

Presenters

Simon Fittock(AISWA Staff)
Technologies Consultant

Simon specialises in the curricular area of Technologies and STEM. He holds a Master of Education by Research degree from Edith Cowan University in the field of educational leadership. Simon has a keen interest in educational practice and has professional experience in Australia and abroad. He has developed his expertise through work as a teacher, researcher and teaching and learning consultant.

Terms & Conditions

Please click here to view our general terms and conditions

Segments

Event Segment

Learning Area

ICT Skills and Integration

STEM

Technologies

School Area

Middle Primary (3-6)

Secondary (7-10)

Leadership

Other (non-teaching)

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Developing a digital pedagogy: Integrating ICT into your classroom

# data[].attributes.attachment_link.description
Event registration is Closed The effective use of ICT is beneficial for both students and teachers. This session focuses on how you can get the best out of ICT for your classroom. This hands-on workshop aims to develop participants' effective use of ICT to help teachers teach and students learn.

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https://www.frontiersin.org/articles/10.3389/fpsyg.2021.656776/full

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Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns

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The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carri…

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https://www.msichicago.org/science-at-home/hands-on-science/egg-drop-challenge/

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Design a landing craft that protects your egg passenger when it's dropped from up high. Use the engineering design cycle for this experiment: design your landing craft, test it to see if it works, change your design to make it better, and re-test to get new results.

1. Collect your materials. You'll need a container, some internal padding and external protection to safely land your craft. There's no "right" set of materials, so be creative and try lots of things to see what works best!

2. Draw your design ideas on paper. What does your lander look like? What materials will you use? Try using just one container, one type of internal padding and one type of external padding at first.

3. Build your landing device and put your egg inside. Test it out by dropping your device from up high. If the egg doesn't crack, your design is a success! If the egg cracks, make changes to your design and re-test it.

What's happening?

Gravity is a force of attraction - it pulls on a mass, which is how much "stuff" something is made of. Earth's gravity pulls on you and keeps you on the ground; it also holds the atmosphere and the moon in place. When you drop your landing craft, gravity pulls it to the ground.

The internal padding that surrounds your egg cushions the payload inside the container, like airbags in a car that protect passengers in an accident. The external protection on the outside of the container protects the egg by absorbing the impact felt when the landing craft hits the ground.

Tips

For a little less mess, use a hard-boiled egg (you'll still see the cracks). You can also cover the landing surface with a garbage bag, or put the raw egg in a sealed plastic bag before putting it in the landing craft.

Extensions

Once you're successful, try dropping the egg from a higher height or increasing your payload to two eggs. Try landing your craft on different types of surfaces like grass, pavement or water. How does the surface affect your landing? How might this change your vehicle design?

Have a friendly competition: who can get their egg to the surface the fastest? The slowest? From the farthest distance? With the fewest bounces?

Recommended reading

Aerospace Engineering and the Principles of Flight by Anne Rooney

Rosie Revere, Engineer by Andrea Beaty

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A Science at Home activity from the Museum of Science and Industry.

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https://www.scienceworld.ca/resource/egg-drop/

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In this exploration, students design, evaluate, test, and suggest improvements for a container that will protect their precious payload: an egg. The Classic “Egg-Drop” experiment has been a standard in science instruction for many years. Essentially, students are asked to construct some type of cont…

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https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning#:~:text=Problem%2Dbased%20learning%20(PBL),the%20motivation%20and%20the%20learning.

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Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

Working in teams.

Managing projects and holding leadership roles.

Oral and written communication.

Self-awareness and evaluation of group processes.

Working independently.

Critical thinking and analysis.

Explaining concepts.

Self-directed learning.

Applying course content to real-world examples.

Researching and information literacy.

Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to  work in groups  and to allow them to engage in their PBL project.

Students generally must:

Examine and define the problem.

Explore what they already know about underlying issues related to it.

Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.

Evaluate possible ways to solve the problem.

Solve the problem.

Report on their findings.

Getting Started with Problem-Based Learning

Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?

Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware's PBL Clearinghouse of Activities.

Establish ground rules at the beginning to prepare students to work effectively in groups.

Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.

Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.

Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

References

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.).  San Francisco, CA: Jossey-Bass.

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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dw.com/en/youtube-in-schools-a-digital-revolution-in-the-classroom/a-49049423

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https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and-technologies/

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Rationale
This rationale complements and extends the rationale for the Technologies learning area.
In an increasingly technological and complex world, it is important to develop knowledge and confidence to critically analyse and creatively respond to design challenges.

Aims
In addition to the overarching aims for the Australian Curriculum: Technologies, Design and Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

develop confidence as critical users of technologies and designers and producers of designed solutions

Structure
The Australian Curriculum: Design and Technologies (F-10) comprises two related strands:

Design and Technologies knowledge and understanding - the use, development and impact of technologies and design ideas across a range of technologies contexts

PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
Design and Technologies: Sequence of content
Technologies: Sequence of achievement

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This rationale complements and extends the rationale for the Technologies learning area. In an increasingly technological and complex world, it is important to develop knowledge and confidence to critically analyse and creatively respond to design challenges.

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http://www.scootle.edu.au/ec/search?accContentId=ACTDEK043

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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http://www.aaronswansonpt.com/basic-biomechanics-force/#:~:text=The%20most%20important%20aspect%20of,attachment%2C%20thus%20resulting%20in%20motion.

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The most important aspect of biomechanics to consider is force.

Force is simply a push or a pull exerted by one object on another. For an example, when a muscle contracts it creates a force that is transferred to the tendon to pull on the bony attachment, thus resulting in motion. An important consideration with force is that it is a vector quantity.

A vector quantity always has 3 variables:

There many types of forces to consider when looking at biomechanics. A detailed consideration of these forces is necessary to achieve a full picture of the biomechanical system. There are 4 types of forces to consider with biomechanics mentioned below. However, this is by no means an exhaustive list of all the forces involved with biomechanics. It is only meant to display the amount of complexity involved with human biomechanics and to help compose a free-body diagram.

Motion Forces -Rotatory, Tranlatory, Curvilinear

External Forces - Gravity, Wind, Objects, Other People

Internal Forces - Muscles, Connective Tissue (Elastic), Bone

Reactionary Forces - Ground Reaction, Joint Reaction, Gliding/Shear/Friction

Force is the basic component that biomechanics are built upon. Force is a vector component that has a point of application, a magnitude, and a direction. There are many types of forces that act on a biomechanical system. Being able to construct a detailed free-body diagram of the primary segment and adjacent segments will help to develop the full static and/or dynamic biomechanical picture.

Topics
Newtonian Laws
Biomechanic Relationships

The main reason I do this blog is to share knowledge and to help people become better clinicians/coaches. I want our profession to grow and for our patients to have better outcomes. Regardless of your specific title (PT, Chiro, Trainer, Coach, etc.), we all have the same goal of trying to empower people to fix their problems through movement. I hope the content of this website helps you in doing so.

If you enjoyed it and found it helpful, please share it with your peers. And if you are feeling generous, please make a donation to help me run this website. Any amount you can afford is greatly appreciated.

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The most important aspect of biomechanics to consider is force. Force is simply a push or a pull exerted by one object on another. For an example, when a muscle contracts it creates a force that is transferred to the tendon to pull on the bony attachment, thus resulting in motion.

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https://learningplace.eq.edu.au/cx/resources/file/a6fa10d8-7a10-fd20-105d-61936d635413/1/pages/teaching.html

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The Generate, Sort, Connect, Elaborate strategy helps students organise and extend their understanding of a topic through concept mapping. The Generate, Connect, Sort, Elaborate strategy can be used for: identifying and summarising key ideas from a text or video checking for understanding generating ideas making connections justifying opinions planning a project stimulating and extending thinking non-linear representations of thinking.

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https://www.esafety.gov.au/?gclid=CjwKCAjw7IeUBhBbEiwADhiEMZW8MHTAGzvMmZqH3xXEDpuJ3Xhk8HlEcUtv2CfJMWLUWVYmFKdVCBoCa1QQAvD_BwE&gclsrc=aw.ds

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Helping Australians have safer, more positive experiences online.

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https://bravehearts.org.au/what-we-do/education-and-training/for-parents/keeping-safe-online/?device=c&network=g&keyword=cyber%20safety%20for%20students&creative310082921465=&placement=&utm_term=cyber%20safety%20for%20students&utm_campaign=Education+%26+Training&utm_source=adwords&utm_medium=ppc&hsa_acc=7050564383&hsa_cam=1623788862&hsa_grp=60255249325&hsa_ad=310082921465&hsa_src=g&hsa_tgt=kwd-297309535088&hsa_kw=cyber%20safety%20for%20students&hsa_mt=b&hsa_net=adwords&hsa_ver=3&gclid=CjwKCAjw7IeUBhBbEiwADhiEMdbHdltdJtixfTWVFOyGEXcFda7TvuGZL2hYHN1iYT-dkBX1EgTYaBoCitgQAvD_BwE

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Online safety is one of the biggest issues we face in child protection. More than 1 in 4 Australian 11-16 year-olds say they are in communication with people they first met online, unconnected with their offline social networks (Green et al, 2011). This means that children and young people are developing friendships and relationships with people they have never met face to face.

Australian police have seen an increase in reports of "self-produced child exploitation material". In some instances, children are willingly sharing photos of themselves, including inappropriate or naked pictures on social media.

In other cases, sex offenders are reaching out to children through social media platforms and coercing them into sharing inappropriate or naked pictures of themselves, which is secretly captured and shared in the darkest corners of the internet (Alarming rise in 'self-produced child abuse material' sparks online safety warnings, abc.net.au, 2017). With this in mind, it is just as important to talk about online personal safety with your children as it is personal safety in the offline world.

QUICK TIPS FOR PARENTS

Educate yourself: Check out different sites, games, and apps for yourself. The more familiar you are with them, the easier it is for you to talk to your children. Check privacy settings and recommended age restrictions.

Talk with your children: have conversations with them about the importance of safety online and show them how to implement this. You can do this without frightening them. For example, let them know that you have been hearing about online safety and ask what they think the risks are and what they do to keep safe.

Teach your children to think about online behaviour: How much should they be sharing online and what happens to information once posted or shared? Talk about respectful interactions and responsible behaviour, and encourage them to critically think about what they read and see online (remind them that not everything they read may be true, what they share will always be there, and that not everyone is who they say they are online).

Come up with a plan around safety: Talk about ways to not only stay safe but also how to respond to anything that happens that may concern them. Let them know they can talk to you or another adult they can trust. Encourage them to be proactive about keeping their online space safe and teach them how to report online creeps via Bravehearts' Join the Dots tool.

Pre-school-aged children

This age group is just beginning to learn how computers, phones, and other devices work and the joy they can bring. This includes visiting children's websites and helping them compose friendly emails to family and friends.

Be sure to sit with your child during this learning stage when they are on a computer or device and choose websites, games, and apps that are suitable for your child's age group - even games and apps that are designed for young children have features that enable communication with strangers.

Primary school-aged children

Children of this age feel more confident using the internet and may wish to start to use social media. Children may also try to search for prohibited material and notice marketing material, wanting to purchase products online.

Ensure computers and other devices are used in a common area in the home where you can keep on eye on your child, rather than in private (ie their bedroom). Stay within earshot of your child and have a pre-determined plan of action if they stumble across something inappropriate (e.g. turn the device face down and tell a trusted adult).

Similarly, have an agreed-on plan with your child if a stranger tries to communicate with them online and remind your child repeatedly and often of the fact that not everyone is who they say they are online.

Young people

Teenagers will want more independence and freedom while using the internet. Their use of social media will grow as will their network of online 'friends'. This age group may also try to explore prohibited material. While it is more difficult to keep tight supervision on what teenagers are doing online, it is vital that you stay in touch with them and talk often about safe internet use, the risks and how to avoid them.

On social media, children and young people tend to interact with more confidence than they normally would in a face-to-face situation. This can make them susceptible to cyber-stalkers who can skillfully pretend to be someone they are not.

In this space more than ever, children and young people need to know they should never give out personal information.

As a parent, it is important for you to have current information about the types of social media platforms that children and young people are using. Ensure you are aware of the age-restrictions on these platforms (many have 15+ age restrictions) and understand that the platforms that you are using may be very different from those that your children are using.

For more information on social networking and how to keep your children and young people safe, please see the eSafety Commissioner website.

Children and young people are increasingly interacting online via online gaming platforms. While there may be many positive aspects to online gaming, it's also important to be aware of some of the risks.

One of the biggest risks in terms of child safety is the potential for interaction with strangers via these games. Networked games involve multiple players (in some cases even hundreds of thousands of players). With these games, your child or young person could be communicating with strangers (including adults) through webcam, private messaging or online chat, increasing the risk of contact from predators (www.esafety.gov.au, 2018).

A study by the eSafety Commissioner (2017) found that when it comes to online gaming, 52% of children played with people they didn't know. Statistics such as this suggest that it is vital for parents to place safeguards around their children and young people when it comes to online gaming and educate them about interacting safely online.

For the most up-to-date information for parents about online gaming and keeping children and young people safe, please refer to the eSafety Commissioner website.

Reinforce regularly with your kids the following online safety rules:
You should never:

tell anyone your full name, address, phone number or school

send a photo of yourself to anyone that you don't know

tell anyone your credit card or bank details

make plans to meet anyone you find online - people you meet online aren't always who they claim they are

talk to anyone who is nasty or makes you feel uncomfortable

You should ALWAYS:

be careful who you talk to online

ask permission to use online games with chat features

tell your parents or carer if someone says something to you online that makes you feel uncomfortable or unsafe

stay away from websites that are not meant for children

remember that people are not always who they say they are online

One of the most proactive steps you can take in protecting your child on the Internet is to sit down with them and come up with a family online safety contract. As important as defining rules around online usage, this process also opens up a communication line between you and your child to discuss concerns and unsafe situations.

Rules in the contract may include, for example:

I will not give out personal information such as my address, telephone number, parents' work address/telephone number, or the name and location of my school without my parents' permission.

I will tell my parents right away if I come across any information that makes me feel uncomfortable.

I will never agree to get together with someone I "meet" online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring my mother or father along.

I will never send a person my picture or anything else without first checking with my parents.

I will not respond to any messages that are mean or in any way make me feel uncomfortable. It is not my fault if I get a message like that. If I do I will tell my parents right away so that they can contact the service provider.

I will talk with my parents so that we can set up rules for going online. We will decide upon the time of day that I can be online, the length of time I can be online and appropriate areas for me to visit. I will not access other areas or break these rules without their permission.

I will not give out my password/s to anyone (even my best friends) other than my parents.

I will check with my parents before downloading or installing software or doing anything that could possibly hurt our computer or jeopardize my family's privacy.

I will be a good online citizen and not do anything that hurts other people or is against the law.

Agree as a family on what should be in the contract and make sure your kids sign it. Place the contract somewhere visible in the house as a visual reminder of what they agreed to.

Report inappropriate or illegal online content to:
Bravehearts has an online reporting tool designed specifically for children and young people to report 'creepy' online behaviour. Parents are also encouraged to used this tool if they come across anything suspicious. Reports can be made anonymously if the user so wishes. Visit the Join the Dots website.

Suspicious online behaviour can also be reported to the eSafety Commissioner
When a child is in immediate danger of abuse:
Phone: 000 or Crimestoppers on 1800 333 000 or your local police station.
Report suspected cases of child exploitation or contact with paedophiles to: Australian Federal Police, Online Child Sex Protection Operations Team Virtual Global Taskforce

The eSafety Commissioner provides information on how internet users can protect themselves and their information when using social media networking sites, search engines and online games. Check out this information on the .

There are some exceptional sites that can help parents and young people learn more about safe internet use:

Other helpful links include:

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Online Safety for children | Bravehearts

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Online safety is one of the biggest issues we face in child protection. More than 1 in 4 Australian 11-16 year-olds say they are in communication with people they first met online, unconnected with their offline social networks (Green et al, 2011).

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https://academickids.com/encyclopedia/index.php/Crash_test_dummy

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From Academic Kids

Crash test dummies are full-scale replicas of human beings, weighted and articulated to simulate the behavior of a human body in a vehicle mishap, and instrumented to record as much data as possible on variables such as speed of impact, crushing force, bending, folding, or torque of the body, and deceleration rates during a collision. In modern times, they remain indispensable in the development of new makes and models of all types of vehicles, from family sedans to fighter aircraft. This article focuses on the role of crash test dummies in developing safer automobiles.

The need for testing

On August 17, 1896, Bridget Driscoll became the first victim of an automobile, when she was struck down and killed in front of London's Crystal Palace. Three years later, on September 13, 1899, Henry Bliss entered the history books as North America's first motor vehicle fatality when he was hit stepping off a New York City trolley. Since that time, in excess of 20 million people worldwide have lost their lives to motor vehicle accidents.

The need for a means of analysing and mitigating the effects of motor vehicle accidents on human bodies was felt very soon after the commercial production of automobiles began in the late 1890s, and by the 1930s, with the automobile a common part of daily life, the number of motor vehicle deaths was becoming a serious issue. Death rates had surpassed 15.6 fatalities per 100 million vehicle miles and were continuing to climb; vehicle designers saw this as a clear indication it was time to do some research on ways to make their products safer.

In 1930, the interior of a car was not a safe place even in a low-speed collision. Dashboards were made of rigid metal, steering columns were non-collapsible, and protruding knobs, buttons, and levers were ubiquitous. Seat belts were unheard-of, and in a frontal collision, passengers hurled through the windshield stood very little chance of avoiding serious injury or death. The vehicle body itself was rigid, and impact forces were transmitted directly to the vehicle occupants. As late as the 1950s, car manufacturers were on public record as saying vehicle accidents simply could not be made survivable; the forces in a crash were too great and the human body too frail.

Cadaver testing

Detroit's Wayne State University was the first to begin serious work on collecting data on the effects of high-speed collisions on the human body. In the late 1930s, there were no reliable data on the response of the human body to extreme physical insult, and no effective tools existed to measure such responses. Biomechanics was a field barely in its infancy. It was therefore necessary to employ two types of test subjects in order to develop initial data sets.

The first test subjects were human cadavers. They were used to obtain fundamental information about the human body's ability to withstand the crushing and tearing forces typically experienced in a high-speed accident. To such an end, steel ball bearings were dropped on skulls, and bodies were dumped down unused elevator shafts onto steel plates. Cadavers fitted with crude accelerometers were strapped into automobiles and subjected to head-on collisions and vehicle rollovers.

Albert King's 1995 Journal of Trauma article, "Humanitarian Benefits of Cadaver Research on Injury Prevention", clearly shows the value in human lives saved as a result of cadaver research. King's calculations indicate that as a result of design changes implemented up to 1987, cadaver research has since saved 8500 lives annually. He notes that for every cadaver used, each year 61 people survive due to wearing seat belts, 147 live due to air bags, and 68 survive windshield impact.

However, work with cadavers presented almost as many problems as it resolved. Not only were there the moral and ethical issues related to working with the dead, but there were also research concerns. The majority of cadavers available were older Caucasian adults who had died non-violent deaths; they did not represent a demographic cross-section of accident victims. Deceased accident victims could not be employed because any data that might be collected from such experimental subjects would be compromised by the cadaver's previous injuries. Since no two cadavers are the same, and since any specific part of a cadaver could be used only once, it was extremely difficult to achieve reliable comparison data. In addition, child cadavers were not only difficult to obtain, but both legal and public opinion made them effectively unusable. Moreover, as crash testing became more routine, suitable cadavers became increasingly scarce. As a result, biometric data were limited in extent and skewed toward the older white male.

Volunteer testing

Some researchers took it upon themselves to serve as crash test subjects. Colonel John Paul Stapp USAF propelled himself over 630 mph (1010 km/h) on a rocket sled and stopped in less than a second. Lawrence Patrick, a now-retired Wayne State University professor, endured some 400 rides on a rocket sled in order to test the effects of rapid deceleration on the human body. He and his students allowed themselves to be smashed in the chest with heavy metal pendulums, impacted in the face by pneumatically-driven rotary hammers, and sprayed with shattered glass to simulate window implosion. While admitting that it made him "a little sore," Patrick has said that the research he and his students conducted was seminal in developing numerical models against which further research could be compared. But while data from live testing was valuable, human subjects could not withstand tests which went past a certain degree of physical discomfort. To gather information about the causes and prevention of injuries and fatalities would require a different kind of subject.

Animal testing

By the mid- ( 1950s, the bulk of the information cadaver testing could provide had been harvested. It was also necessary to collect data on accident survivability, research for which cadavers were woefully inadequate. In concert with the shortage of cadavers, this need forced researchers to seek other models. A description by Mary Roach of the Eighth Stapp Car Crash and Field Demonstration Conference shows the direction in which research had begun to move. "We saw chimpanzees riding rocket sleds, a bear on an impact swing...We observed a pig, anesthetized and placed in a sitting position on the swing in the harness, crashed into a deep-dish steering wheel at about 10 mph." [1]http://www.salon.com/health/col/roach/1999/11/19/crash_test/index1.html)

One important research objective which could not be achieved with either cadavers or live humans was a means of reducing the injuries caused by impalement on the steering column. By 1964, over a million fatalities resulting from steering wheel impact had been recorded, a significant percentage of all fatalities; the introduction by General Motors in the early 1960s of the collapsible steering column cut the risk of steering-wheel death by fifty percent. The most commonly used animal subjects in cabin-collision studies were pigs, primarily because their internal structure is similar to a human's. Pigs can also be placed in a vehicle in a good approximation of a seated human.

The ability to sit upright was an important requirement for test animals in order that another common fatal injury among human victims, decapitation, could be studied. As well, it was important for researchers to be able to determine to what extent cabin design needed to be modified to ensure optimal survival circumstances. For instance, a dashboard with too little padding or padding which was too stiff or too soft would not significantly reduce head injury over a dash with no padding at all. While knobs, levers, and buttons are essential in the operation of a vehicle, which design modifications would best ensure that these elements did not tear or puncture victims in a crash? Rear-view mirror impact is a significant occurrence in a frontal collision; how should a mirror be built so that it is both rigid enough to perform its task and yet of low injury risk if struck?

While work with cadavers had aroused some opposition, primarily from religious institutions, it was grudgingly accepted because the dead, being dead, felt no pain, and the indignity of their situations was directly related to easing the pain of the living. Animal research, on the other hand, aroused much greater passion. Animal rights groups such as the ASPCA were vehement in their protest, and while researchers such as Patrick supported animal testing because of its ability to produce reliable, applicable data, there was nonetheless a strong ethical unease about this process.

Even though animal test data were still more easily obtained than cadaver data, the fact that animals were not people and the difficulty of employing adequate internal instrumentation limited their usefulness. Animal testing is no longer practiced by any of the major automobile makers; General Motors discontinued live testing in 1993 and other manufacturers followed suit shortly thereafter.

Dummy evolution

The information gleaned from cadaver research and animal studies had already been put to some use in the construction of human simulacra as early as 1949, when "Sierra Sam" was created by Samuel W. Alderson at his Alderson Research Labs (ARL) and Sierra Engineering Co. to test aircraft ejection seats and pilot restraint harnesses. This testing involved the use of high acceleration to 1000 km/h (600 mph) rocket sleds, beyond the capability of human volunteers to tolerate. In the early 1950s, Alderson and Grumman produced a dummy which was used to conduct crash tests in both motor vehicles and aircraft.

Alderson went on to produce what it called the VIP-50 series, built specifically for General Motors and Ford, but which was also adopted by the National Bureau of Standards. Sierra followed up with a competitor dummy, a model it called "Sierra Stan," but GM, who had taken over the impetus in developing a reliable and durable dummy, found neither model satisfied its needs. GM engineers decided to combine the best features of the VIP series and Sierra Stan, and so in 1971 Hybrid I was born. Hybrid I was what is known as a "50th percentile male" dummy. That is to say, it modeled an average male in height, mass, and proportion. The original "Sierra Sam" was a 95th percentile male dummy (heavier and taller than 95 percent of human males). In cooperation with the Society of Automotive Engineers (SAE), GM shared this design, and a subsequent 5th percentile female dummy, with its competitors.

Since then, considerable work has gone into creating more and more sophisticated dummies. Hybrid II was introduced in ( 1972, with improved shoulder, spine, and knee responses, and more rigorous documentation. Hybrid II became the first dummy to comply with the American Federal Motor Vehicle Safety Standard (FMVSS) for testing of automotive lap and shoulder belts. In 1973, a 50th percentile male dummy was released, and the National Highway Transportation Safety Administration (NHTSA) [2]http://www.nhtsa.dot.gov) undertook an agreement with General Motors to produce a model exceeding Hybrid II's performance in a number of specific areas.

Though a great improvement over cadavers for standardized testing purposes, Hybrid I and Hybrid II were still very crude, and their use was limited to developing and testing seat belt designs. A dummy was needed which would allow researchers to explore injury-reduction strategies. It was this need that pushed GM researchers to develop the current Hybrid line, the Hybrid III family of crash test dummies.

The Hybrid III family

Hybrid III, the 50th percentile male dummy which made its first appearance in ( 1976, is the familiar crash test dummy, and he is now a family man. If he could stand upright, he would be 168 cm (5'6") tall and would have a mass of 77 kg (170 lb). He occupies the driver's seat in all the Insurance Institute for Highway Safety (IIHS) [3]http://www.iihs.org) 65 km/h (40 mph) offset frontal crash tests. He is joined by a "big brother", the 95th percentile Hybrid III, at 188 cm (6'2") and 100 kg (223 lb). Ms. Hybrid III is a 5th percentile female dummy, at a diminuitive 152 cm (5 ft) tall and 50 kg (110 lb). The two Hybrid III child dummies represent a 21 kg (47 lb) six year old and a 15 kg (33 lb) three year old. The child models are very recent additions to the crash test dummy family; because so little hard data are available on the effects of accidents on children, and such data are very difficult to obtain, these models are based in large part on estimates and approximations.

The test process

Every Hybrid III undergoes calibration prior to a crash test. Its head is removed and a 40 centimetre bounce test is performed. Then the head and neck are reattached, set in motion, and stopped abruptly to check for proper neck flexure. Hybrids wear chamois leather skin; the knees are struck with a metal probe to check for proper puncture. Finally, the head and neck are attached to the body, which is attached to a test platform and struck violently in the chest by a heavy pendulum to ensure that the ribs bend and flex as they should.

When the dummy has been determined to be ready for testing, it is dressed entirely in yellow, marking paint is applied to the head and knees, and calibration marks are fastened to the side of the head to aid researchers when slow-motion films are reviewed later. The dummy is then placed inside the test vehicle. Forty-four data channels located in all parts of the Hybrid III, from the head to the ankle, record between 30 000 and 35 000 data items in a typical 100 - 150 millisecond crash. Recorded in a temporary data repository in the dummy's chest, these data are downloaded to computer once the test is complete.

Because the Hybrid is a standardized data collection device, any part of a particular Hybrid type is interchangeable with any other. Not only can one dummy be tested several times, but if a part should fail, it can be replaced with a new part. A fully-instrumented dummy is worth about US$ 150 000.

Hybrid's successors

Hybrid IIIs are designed to research the effects of frontal impacts, and are less valuable in assessing the effects of other sorts of impacts, such as side impacts, rear impacts, or rollovers. After head-on collisions, the most common severe injury accident is the side impact.

The SID (Side Impact Dummy) family of test dummies has been designed to measure rib, spine, and internal organ effects in side collisions. It also assesses spine and rib deceleration and compression of the chest cavity. SID is the US government testing standard, EuroSID is used in Europe to ensure compliance with safety standards, and SID II(s) represents a 5th percentile female. BioSID is a more sophisticated version of SID and EuroSID, but is not used in a regulatory capacity.

BioRID is a dummy designed to assess the effects of a rear impact. Its primary purpose is to research whiplash, and to aid designers in developing effective head and neck restraints. BioRID is more sophisticated in its spinal construction than Hybrid; 24 vertebra simulators allow BioRID to assume a much more natural seating posture, and to demonstrate the neck movement and configuration seen in rear-end collisions.

CRABI is a child dummy used to evaluate the effectiveness of child restraint devices including seat belts and air bags. There are three models of the CRABI, representing 18-month, 12-month, and 6-month old children.

THOR is an advanced 50th percentile male dummy. The successor of Hybrid III, THOR has a more humanlike spine and pelvis, and its face contains a number of sensors which allow analysis of facial impacts to an accuracy currently unobtainable with other dummies. THOR's range of sensors is also greater in quantity and sensitivity than those of Hybrid III.

Further development is needed on dummies which can address the concern that, even though fewer lives are lost, there are still a hundred seriously injured passengers for every death, and crippling injuries to the legs and feet represent a great percentage of resultant physical impairments.

The future of the dummy

Crash test dummies have provided invaluable data on how human bodies react in crashes and have contributed greatly to improved vehicle design. While they have saved millions of lives, like cadavers and animals, they have reached a point of reduced data return.

The largest problem with acquiring data from cadavers, other than their availability, was that an essential element of standardized testing, repeatability, was impossible. No matter how many elements from a previous test could be reused, the cadaver had to be different each time. While modern test dummies have overcome this problem, testers still face essentially the same problem when it comes to testing the vehicle. A vehicle can be crashed only once; no matter how carefully the test is done, it cannot be repeated exactly.

A second problem with dummies is that they are only approximately human. Forty-four data channels on a Hybrid III is not even a remote representation of the number of data channels in a living person. The mimicking of internal organs is crude at best, a fact that means that even though cadavers and animals are no longer the primary sources of accident data, they must still be employed in the study of soft tissue injury.

The future of crash testing has begun at the same place it all started: Wayne State University. King H. Yang is one of Wayne State's researchers involved in creating detailed computer models of human systems. Currently, computers are neither fast enough nor programmers skilled enough to create full-body simulations, but injury analysis of individual body systems is producing reliable and encouraging results.

The advantage of the computer is that it is unbound by physical law. A virtual vehicle crashed once can be uncrashed and then crashed again in a slightly different manner. A virtual back broken can be unbroken, the seatbelt configuration changed, and the back re-broken. When every variable is controllable and every event is repeatable, the need for physical experimentation is greatly reduced.

At the beginning of the 21st century, legal certification of new car models is still required to be done using physical dummies in physical vehicles. However, the future is almost certainly one where neither skin and bone, or plastic and steel will determine the shape of vehicles to come. The next generation of crash test dummies will perform their tasks entirely on a computer screen.

Crash test dummies in popular culture

The humanoid appearance of crash test dummies led to their becoming anthropomorphized.

In the 1980s, the US Department of Transportation launched a series of public service announcements in magazines and TV featuring the antics of two talking crash dummies named Vince and Larry who modeled seat belt safety practices through their slapstick antics. The campaign, with its slogan "You can Learn a Lot from a Dummy," was very popular, and since then crash dummy characters remain a common sight in seat belt safety campaigns, especially those aimed at children.

In the early 1990s, Tyco Toys created a line of action figures called The Incredible Crash Dummies based on the characters from the ads. The colorful toys were intended to fall apart at the touch of a button on their stomachs and could easily be re-assembled. Vehicles could also be bought, which could similarly be crashed into walls and broken, and easily put back together.

The Incredible Crash Dummies line of toys featured characters such as Slick and Spin, the main duo, and their friends, Darryl, Spare Tire, and Bull. Later on, the villainous Junk Bots were introduced.

The popularity of the toys prompted a one-hour television special, The Adventures of the Incredible Crash Dummies. Unique for its time, the cartoon was produced entirely using 3D computer animation techniques. A comic book series was also produced.

Rumors say that due to complaints from some parents groups against the "violence" inherent in the toys, the series was discontinued. A more likely explanation is that Tyco Toys was dissolved in 2001.

In 2004, a series of "Crash Dummies" animated shorts were commissioned for the FOX network, thus spawning another series of toys from Mattel.

The television series MythBusters employs a crash test dummy for experiments that are too risky for the human hosts to try. "Buster" has tested, among other things, the dynamics of falling elevators, drops into water, getting a foot stuck in a washing machine, getting shot out of a drainage culvert, improper use of construction equipment and ancient attempts at space flight. The hosts frequently marvel at the amount of abuse Buster can withstand. Eventually, they devoted part of an episode to repairing him and their ideas for upgrading his usefulness.

See also

References

Stiff: The Curious Lives of Human Cadavers - Mary Roach (ISBN 0-393-05093-9)

King AI, Viano DC, Mizeres N, States JD. Humanitarian benefits of cadaver research on injury prevention. J Trauma Injury Infect Crit Care 1995;38:564?569

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Crash test dummies are full-scale replicas of human beings, weighted and articulated to simulate the behavior of a human body in a vehicle mishap, and instrumented to record as much data as possible on variables such as speed of impact, crushing force, bending, folding, or torque of the body, and deceleration rates during a collision.

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https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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BackChannel Chat Room for Student Discussion

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BackChannel Chat Room for Student Discussion

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http://backchannelchat.com/

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Department of Education - Digital Strategy

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Department of Education - Digital Strategy

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https://qed.qld.gov.au/our-publications/strategiesandplans/Documents/itb-digital-strategy.pdf

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http://www.mrmont.com/games/crashtest.html