This document discusses strategies for promoting critical thinking in online courses through problem-based learning. It describes using problem-based learning activities in both asynchronous and synchronous online environments. These activities include discussions, group work, debates, and connecting lessons to real-world problems. The goal is for students to develop reflective thinking and take responsibility for their own learning through active learning methods like problem-based learning.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Introduces the unit and the philosophical, theoretical and historical context of psychological understanding and investigation of motivation and emotion.
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This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Introduces the unit and the philosophical, theoretical and historical context of psychological understanding and investigation of motivation and emotion.
Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28lesliekm
This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
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This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
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Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
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2014 ku village presentation pbl ct for participants
1. Got a problem? Think it out!
Promoting critical thinking in online
courses through problem-based
learning
Dr. Julee S. Poole
Kaplan University
School of Social and Behavioral Sciences
Academic Chair – Graduate Psychology Department
2. Workshop Abstract
This workshop will focus on specific teaching strategies to promote critical thinking
through problem-based learning in students taking online courses.
Critical thinking activities will be discussed for both asynchronous and
synchronous activities in online courses.
Critical thinking online activities to be discussed will include critical thinking in
reading and writing, online discussions, group activities, online debates, webinars,
virtual field trips, online service learning projects, and connecting the online
learning experience to real world applications.
Workshop attendees will gain practical skills and participate in critical thinking
problem-based activities that they can incorporate in their online classrooms.
5. Critical thinking
is an active learning
process that
requires students to
study, think and
learn through
processes such as…
Reflecting
Challenging
Questioning
Exploring
Alternatives
Reflective
Skepticism
Analyzing
8. Problem Based Learning
1. What do we know?
Identify the Problem
Generate a list of known facts
2. What do we need to know?
Generate Ideas
Create Hypothesis
Decided what information will be
needed to test the hypothesis.
9. Problem Based Learning
3. How do we find out?
Do the research – gather information/data.
Analyze Data
Use new facts to test ideas/hypotheses
Was the hypothesis supported?
Do we have a viable solution?
No? Go back to the top of “How do we
find out?”
Yes? Move to potential solutions.
4. Potential Solutions
Present solution using
supportive data
Debriefing
10. Critical Thinking & Problem Based
Learning in Online Courses
Goal is to develop a class
structure and online
teaching style that
encourages creativity,
reflective thinking, and
self-directed learning.
11. Analyzing Research
The main purpose of this article is…
The main arguments that the author is making are…
The evidence or facts the author uses in this article to support his/her arguments are…
The main conclusion(s) or inference(s) in this article are…
The main assumptions underlying the author’s thinking are…
Discuss the significance of the issue that is the focus of the article. O what do you base your assertions
regarding its significance?
What potential problems do you see in the author’s reasoning? What potential problems are there with the
author’s use of the information? Does the information used appear relevant, significant, valid, and
sufficient for the conclusions being drawn?
What other possible conclusions can be drawn from the outcomes of the article?
How to be a critical thinker when reading!
12. Critical Writing Process
Reflection and
Revision
Structure
Main points
Thesis statement
Outline
Writing
Introduction
Body – State,
Elaborate, give
examples and
illustrations
Weak Points
Identify
Support
Pause and Reflect
Reasoned
Analysis
Using the steps in
analyzing the research.
Completing the
Paper
Write the concluding
section.
(Nosich, 2012)
13. Asynchronous Online Discussion Forums
Discussions allows students to think critically about the
course content and consider their own thoughts and ideas in
relation to the opinions of experts and peers.
Good opportunity to introduce Problem Based Learning.
Promote analysis, reflection via carefully constructed
questions with asynchronous discussion forum assignment
with active instructor moderating.
AAA Model
14. The AAA Model
The AAA model is your “roadside assistance” for helping students to
embrace critical thinking!
The “map” to critical thinking in the asynchronous online discussion
forums is as simple as:
Acknowledge! - Recognition of the student’s efforts
Add! - Adding new information for the student and class to consider
Ask! - Asking a question that will enhance learning and move the
discussion forward.
15. Online Group Activities
Problem-Based Learning Group Activities
Service Learning Group Activities
Team Debates
Examples:
Group Activity – Problem Solving – Altruism Campaign
Make a Difference Day – National Volunteer Day
Team Debates – Nature vs. Nurture; Freewill vs. Determinism; How do we
learn? --- Classical Conditioning vs. Operant Conditioning vs. Social Learning
Theory.
16. Synchronous Activities
Virtual Seminars
Online Videos –
www.learner.org Discovering Psychology Video Series
Chat Rooms
Virtual Office Hours
Virtual Field Trips
To challenge – Belief Perseverance - Common Sense Test
To consider personality types – The SAPA Project
17. Summary –Critical Thinking & Problem
Solving Learning in the Online Classroom
Knowledge is constructed, not transmitted.
Traditional learning no longer is effective.
Learning must be an active process, not a passive process
Problem based learning is critical to the learning process.
Problem based learning promotes critical thinking.
Students can take full responsibility for their own learning.
We want motivated students, problem based learning will motivate students.
18. The quality online course provides “mental “white space” for reflection.
Learning activities appropriately match various student learning styles.
Experiential, active learning augments the Website learning environment.
Solitary and interpersonal learning activities are interspersed.
Inaccurate prior learning is identified and corrected.
“Spiral learning” provides for revising and expanding upon prior lessons.
The master online facilitator/teacher is able to guide the overall learning process.
Summary –Critical Thinking & Problem
Solving Learning in the Online Classroom
19. References
Alley, L. & Jansak, K., (2001). The ten keys to quality assurance and assessment in online learning. Journal of Instruction Development. 12(3), 3-18.
Anderson, L. W. & Krathwohl, D. R.(2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Allyn &
Bacon. Boston, MA
Bair, D. E., & Bair, M. A. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1–15. Bullen, M. (1998).
Participation and critical thinking in online university distance education. Journal of Distance Education, 13(2), 1–32.
Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of educational objectives: The classification of Educational goals, by a committee of college and university
examiners. Handbook I: Cognitive Domain. NY: Longmans, Green
Center for Innovation in Research and Teaching. (2014). Critical thinking in the college classroom. Retrieved at https://cirt.gcu.edu/teaching/tips/critical_thinking
Dennen, V.P. (2000). Task structuring for online problem based learning: A case study. Educational Technology & Society, 3(3), 329-336.
Driscolle, M.P. (2005). Psychology of learning for instruction (3rd ed.) Poston, MA: Allyn & Bacon.
Green, N. C., Edwards, H., Wolodko, B., Stewart, C., Brooks, M., & Littledyke, R. (2010). Reconceptualizing higher education pedagogy in online learning. Distance
Education, 31(3), 257–273.
Neff, K.S. and Donaldson, S. I. (2013). Teaching psychology online: Tips and strategies for success. New York: Psychology Press.
Nosich, G.M. (2012). Learning to think things through: A guide to critical thinking across the curriculum. Boston, MA: Pearson.
Şendağ, S., & Ferhan Odabaşı, H. H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills.
Computers & Education, 53(1), 132-141. doi:10.1016/j.compedu.2009.01.<WBR>008
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and
Education, 20(1), 79-94.