Presentation of coursework for Creativity and Critical Thinking for Higher Education module. MA in Learning and Teaching, DIT Learning, Teaching and Technology Centre.

1. Team
Five
Star

2. Who are we?
• Jacinta Browne
• Paul Ebbs
• María-José González
• Damian Gordon

3. WHAT TOPIC?
Critical
Thinking

4. WHO I S OUR
AUDI ENCE?
• Third-level Lecturers

5. Wha t is the purpo s e?
• To help Third-level lecturers who have to teach
critical thinking.

6. Wha t is the I nfo g ra phic
fo r?
• Mobile Devices

7. DATA fo r I nfo g ra phic
• Critical Thinking research
• -------------------------------------------
• Critical Thinking definitions
• Critical Thinking tools
• Critical Learning styles
• Leading critical thinkers
• -------------------------------------------
• Critical Thinking timeline

8. Based on…

9. Based on…
• Infographic = Learning Object
Wiley, D. (Ed.) (2002), The Instructional Use of Learning Objects.
Bloomington: Association for Educational Communications and
Technology. Online version. Available at
http://www.reusability.org/read/

10. Based on…
• Infographic = Learning Object
Wiley, D. (Ed.) (2002), The Instructional Use of Learning Objects.
Bloomington: Association for Educational Communications and
Technology. Online version. Available at
http://www.reusability.org/read/

11. Considering…
• Visual Impairment
• Colour blindness
• Specific Learning Disabilities

12. Considering…
• Visual Impairment
• Colour blindness
• Specific Learning Disabilities
• Scherer, M. J. (2005). Living in the State of Stuck: How Assistive Technology
Impacts the Lives of People with Disabilities, Fourth Edition. Cambridge, MA:
Brookline Books
• Nielsen, J. and Mack, R.L. (eds) (1994). Usability Inspection Methods
• Kelly B., Phipps L., Swift E. (2004) “Developing A Holistic Approach For
ELearning Accessibility.” Canadian Journal of Learning and Technology, 2004,
Vol. 30, Issue 3.
• Yrjö Engeström's Cultural-Historical Activity Theory (CHAT) framework
• W3C/WAI WCAG

13. LOOK and FEEL

14. SHERLOCK HOLMES
• Pays attention to details
• Asks questions
• Watches for qualifying phrases
• Knows his biases
• practices

15. VICTORIAN

16. STEAMPUNK

17. I nfo g ra phic
TOOL
Edited and toolified
And added to a website.

18. C r i t i c a l Te a c h i n g / L e a r n i n g
s t y l e s

19. Teaching & Learning Styles
Critical thinking & Bloom’s Taxonomy
• Higher-order skills classified in the Taxonomy such as
analysis, synthesis and evaluation.
• It may be thought that all that needs to be done to
incorporate critical thinking in the classroom is to call for
analysis, synthesis and evaluation of problems.[1]
• However, this would not be sufficient for example the
process of learning is not a linear process for example the
acquisition of knowledge does not merely rely on the
acquisition of facts but rather it requires an analysis,
synthesis and evaluation of the facts in order for it to become
knowledge.
• Critical thinking in the classroom - foster a learning
environment which combines the presenting of facts for the
learner to examine and question and use in order to construct
their knowledge.

20. Teaching & Learning Styles
Critical thinking & Bloom’s Taxonomy

21. Teaching & Learning Styles
• Behaviourism
Behaviourism concentrates on observable behaviour without
considering motivation or other mental processes. With this
teaching style the main implication is that the learner is
completely passive, and the teacher holds the key to
learning success, so how can critical thinking be considered
with this approach. Taking a behaviourism approach the
goal is to change a behaviour and to measure that change,
so the change is critical thinking.
Using this approach the material presented should be
presented in (1) chunks and (2) questioning of the material
should be introduced at the beginning. (3) Frequent
feedback should be provided to the learner.[2]

22. Teaching & Learning Styles
• Cognitivism
Cognitivism focuses on the way in which the learner gains
and organises their knowledge. This approach to learning
develops strategies for thinking and so aligns well with critical
thinking. With this approach facts are presented to the
learner and the learner encodes these facts in their long-term
and due to the encoding the information can be retrieved.
This approach of encoding information involved the learners
analysis, synthesis and evaluation of the material thus a
process of developing their critical thinking.
Using this approach the use of (1) mind-maps as a
presentation of the facts aligns well with developing critical
thinking skills through cognitive approaches of learning.[2]

23. Teaching & Learning Styles
• Social Constructivism
Social constructivism involves learning based on the
interaction with others. It is believed that thinking
does not exist independently of the world, nor of other
people.
Using this approach the use of (1) peer tutoring is very
valuable as the learner has to construct their and then
present it to their peer, this presentation of the facts to
the peer in then challenged, encouraging a deeper
level of learning and could be used to promote critical
thinking.[2]