The paper aims to make a theoretical and practical contribution to the field of Business Intelligence/Business Analytics (BI) education, by addressing the following practice-inspired, teaching-related research question: How to design learning activities to scaffold student learning in Business Intelligence (Business Analytics) towards more advanced cognitive and knowledge dimensions, and along the way help students to further develop their meta-cognitive skills of learning how to learn The paper adopts the revised Bloom?s taxonomy as a theoretical framework and demonstrates its use in designing and implementation of BI-related learning activities at different levels of cognitive and knowledge dimensions. The paper also offers some research contributions related to the framework itself, in particular correlation of different levels of cognitive process and knowledge dimensions, not captured by the revised taxonomy.