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Critical Thinking in Distane Education

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Critical Thinking in Distance Education

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.
  • Transcript

    • 1. Sandra C. JohnsonEDUC 8842/7102Principles of Distance EducationFebruary 13, 2011
    • 2. Welcome
    • 3. Development of Critical Thinking Skills in Distance Education
    • 4. Stephen Brookfield
    • 5. Critical Thinking
    • 6. essential aspects
      Dispositions  Criteria  Argument  Reasoning  Point of View  Procedures for Applying Criteria
    • 7. Understanding
      Ability to select and monitor that thinking strategies that one uses
      Declarative knowledge
      Understanding how individual knowledge impacts what other people know
    • 8. Characteristics of Critical Thinking
      involves asking questions,
      defining a problem,
      examining evidence,
      analyzing assumptions and biases
      avoiding emotional reasoning,
      avoiding oversimplification,
      considering other interpretations,
      tolerating ambiguity.
    • 9. How we use or obtain these skills
      Model best practices
      Teacher responsibilities
      Stimulate thought through extending discussions
      Challenge the student to research information
      Create a space & time for informal and reflective thought
      Provide probing questions
    • 10. Technology used for collaboration
      Wiki
      Podcast
      Discussion Boards
      Email
      Blogs
      Webquest
      Video conferencing/Skpe
    • 11. Strategies
      Require a course related journal
      Positive reinforcement
      Assign narrowly focused topics
    • 12. Student responsibilities
      Increase social skills
      Ask the right questions
      Listen to each other
      Help each other learn
      Build on each other’s ideas
      Construct their own understanding
    • 13. Conclusion
      More than a buzz word
      Intellectual Process
      Takes practice
      Thank you: Welcome Steven Broomfield
    • 14. Resources
      Arend B. Encouraging Critical thinking in Online Threaded Discussions . Journal of Educators Online 6, Retrieved from EBSCOhost
      Interview with Stephen Brookfield. (1994). ETC: A Review of General Semantics, 51(1), 3-17. Retrieved from EBSCOhost.
      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: http://www.icaap.org/iuicode?151.13.2.1]
    • 15. Resources
      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
      Lunney, M. (2008) Facilitating Critical Thinking through Online Courses. Journal of Asynchronous Learning Networks, 12(3-4) Retrieved from EBSCOhost
      Visser, L (2002) Critical Thinking in distance Education and Traditional Education AECT

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