Critical Thinking in Distane Education


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Critical Thinking in Distance Education

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  • I am Sandra Johnson and I have the pleasure of introducing our speaker for this segment;“He has been a leader in research and scholarship in four major fields; understanding the practice of teaching and facilitation across a range of diverse adult educational contexts, understanding the rhythms of critical thinking as a form of learning and the dynamics of how best to develop this, understanding the development of critically reflective practice among adult educators, and applying the theoretical concepts of critical theory to the understanding of adult learning and education.”
  • Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.  Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects. "... an assertion must... be based on relevant, accurate facts; based on credible sources; precise; unbiased; free from logical fallacies; logically consistent; and strongly reasoned" (p. 12).  Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.  Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.  Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.  Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.
  • Critical Thinking in Distane Education

    1. 1. Sandra C. JohnsonEDUC 8842/7102Principles of Distance EducationFebruary 13, 2011<br />
    2. 2. Welcome<br />
    3. 3. Development of Critical Thinking Skills in Distance Education<br />
    4. 4. Stephen Brookfield<br />
    5. 5. Critical Thinking<br />
    6. 6. essential aspects<br />Dispositions  Criteria  Argument  Reasoning  Point of View  Procedures for Applying Criteria<br />
    7. 7. Understanding<br />Ability to select and monitor that thinking strategies that one uses<br />Declarative knowledge<br />Understanding how individual knowledge impacts what other people know<br />
    8. 8. Characteristics of Critical Thinking<br />involves asking questions, <br />defining a problem, <br />examining evidence, <br />analyzing assumptions and biases<br />avoiding emotional reasoning, <br />avoiding oversimplification,<br />considering other interpretations,<br /> tolerating ambiguity.<br />
    9. 9. How we use or obtain these skills<br />Model best practices<br />Teacher responsibilities<br />Stimulate thought through extending discussions<br />Challenge the student to research information <br />Create a space & time for informal and reflective thought<br />Provide probing questions<br />
    10. 10. Technology used for collaboration<br />Wiki<br />Podcast<br />Discussion Boards<br />Email<br />Blogs<br />Webquest<br />Video conferencing/Skpe<br />
    11. 11. Strategies<br />Require a course related journal<br />Positive reinforcement<br />Assign narrowly focused topics<br />
    12. 12. Student responsibilities<br />Increase social skills<br />Ask the right questions<br />Listen to each other<br />Help each other learn<br />Build on each other’s ideas<br />Construct their own understanding<br />
    13. 13. Conclusion<br />More than a buzz word<br />Intellectual Process<br />Takes practice<br />Thank you: Welcome Steven Broomfield<br />
    14. 14. Resources<br />Arend B. Encouraging Critical thinking in Online Threaded Discussions . Journal of Educators Online 6, Retrieved from EBSCOhost<br />Interview with Stephen Brookfield. (1994). ETC: A Review of General Semantics, 51(1), 3-17. Retrieved from EBSCOhost.<br />Bullen, Mark. (1998). Participation and Critical Thinking in Online University Distance Education. Journal of Distance Education/Revue de l'enseignement à distance: 13 , 2.[iuicode:] <br />
    15. 15. Resources<br />Osborne, R.E., Kriese, P., Tobey, H., Johnson, E. (2009) Putting it All Together: Incorporating “SoTL Practices for Teaching Interpersonal and Critical Thinking Skills in an Online Course. InSight: A Journal of Scholarly Teaching 445-55 Retrieved from EBSCOhost<br />Lunney, M. (2008) Facilitating Critical Thinking through Online Courses. Journal of Asynchronous Learning Networks, 12(3-4) Retrieved from EBSCOhost<br />Visser, L (2002) Critical Thinking in distance Education and Traditional Education AECT<br />