The Critical Thinking Process with TechnologiesConnecting Authentic Learning and Applied Competencies

Critical Thinking

A Habitof Mind

IDEAS

ISSUES

ARTIFACTS

EVENTS

Nancy McCoy Wozniak – Instructional Designer

Connected Learning

Brainstorming Session ObjectivesAt the end of this session, participants will be able to1. Define the Critical Thinking Learning Process and brainstorm the design of

learning activities with critical thinking components and outcomes.

2. Discuss working relationships between Critical Thinking, Inquiry, and Creative Thinking and map technologies that enhance and connect the three integrative learning processes for authentic (life-related) learning experiences and outcomes.

3. Discuss and connect Design Thinking and High Impact Learning Practices enhanced by the Critical Thinking Learning Process with social technologies that develop skills and competencies desired by future employers.

4. List and discuss critical thinking outcomes map to multimodal media activities and social technologies that develop authentic skills and competencies.

5. Map and design a High Impact Learning activity with critical thinking components and outcomes (problem-solving, life-related competencies and skills) enhanced by the use of social technologies.

6. Design a badge constellation to enhance self-determined learning behaviors.

Connected Learning

Critical Thinking DefinitionA Habit of Mind characterized by the comprehensive exploration of 1. issues 2. ideas3. artifacts4. events before accepting or formulating an opinion or conclusion.

AACU Critical Thinking Value Rubric

Activity – Etch a definition of Critical Thinking that embodies your course learning experiences and outcomes.

Connected Learning

Critical Thinking Process Scaffolding – Constructionism

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Self-Determined Learner Activity – List current course activities that utilize Critical Thinking components

Connected Learning

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Self-Determined Learner Activity – Map a relationship between the Critical Thinking Learning Process and The Evidenced-Based Inquiry Learning Process (essence of Scientific Thought)

Connected Learning

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Self-Determined Learner Activity – Map the dependent relationships between the (1) Critical Thinking Learning Process(2) Evidenced-Based Inquiry Learning Process (essence of Scientific Thought)(3) Creative Thinking Learning Process

Connected Learning

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Activity – Identify and list real-world situations or conditions that need addressed … Empathy component. Map to critical thinking learning experiences.

Design ThinkingStanford’s d.School

Embodies Critical Thinking Learning Process

Connected Learning

Critical Thinking OutcomesLifelong Learning Skills and Competencies

Students will become more self-directed, self-disciplined, self-monitored thinkers and self-determined learners. They will develop their ability to:

1. raise vital questions and problems 2. gather and assess relevant information

3. come to well-reasoned conclusions and solutions

4. think open-mindedly within alternative systems of thought

5. work and communicate effectively with others in figuring out solutions to complex problems.

Connected Learning

NACE’s Job Outlook 2015 surveyTop ten skills employers seek in perspective employee

Activity – Compare and map Top Ten Skills with Critical Thinking Outcomes

Authentic Critical Thinking Skills & Competencies 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to verbally communicate with persons inside and outside the organization4. Ability to plan, organize, and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell or influence others

NACE Job Outlook http://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf

Connected Learning

\\

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Academic

Co-Curricular

Extra-Curricular

ProfessionalLife

Experiences

PersonalLife

Experiences

Authentic (Life-Related) Learning

Self-Determined Learner

Connected Learning

1. First-Year Seminars and Experiences

2. Common Intellectual Experiences (Gen Ed, Integrative Learning Practices)

3. Learning Communities

4. Writing Intensive Courses

5. Collaborative Assignments and Projects

6. Undergraduate Research

7. Diversity/Global Learning

8. Service Learning, Community-Based Learning

9. Internships

10. Capstone Courses and Projects

High Impact Learning Practices

AACU - http://www.aacu.org/leap/hips

Activity – frame a course learning experience involving a High Impact Learning Practice and map it to a social technology.

Connected Learning

1. multiple means of representation, to give diverse learners options for acquiring information and knowledge.

2. multiple means of action and expression, to provide learners with options for demonstrating what they know.

3. multiple means of engagement to tap into learners’ interests, offer appropriate challenges, and increase motivation.

Moeller and Reitzes, 2011Integrating Technology with Student-Centered Learning

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Educational and Social Technologies provide

Connected Learning

Digital Portfolio

Connected Learning

Critical T1. Digital Portfolio – use of Digication, Pebble Pad, WordPress, Wix, Weebly, Google Sites

2. Blogging (Blogfolio) – use of WordPress, Wix, Weebly, Google Sites, Edublogs, Blogger

3. Microblogging – use of Twitter, YouTube, Facebook, LinkedIn, Instagram, Flickr

4. Digital Storytelling and Podcasting – use of iMovie, Movie Maker, Voice Thread, Prezi

5. Concept and Mindmapping – use of Vue, Freemap, Prezi, Google Draw, CMap

6. Individual and Team Presentations – use of Prezi, Voice Thread, Slideshare, PowerPoint

7. Class and Team Wikis – Google Docs, WordPress, Edublogs, Blogger, LMS

8. Storyboards and Infographics – Canva, Powerpoint, Google Draw, Flickr, YouTube

9. Forums – use of LinkedIn, Edublogs, WordPress, LMS, YouTube, Flickr

10. Student Response Systems (Muddiest Points) – use of iClicker, Twitter

Agents of Integrative and Lifelong LearningEducational and Social Technologies serve as facilitators and connectors.

Use of Social Media brings the learning outside of the locked LMS shell, creates community, and creates an environment for discovery and interaction that continues long after the course has ended.

Activity – Take a course activity and make it multimodal with social technologies. Map to specific life-related skills and competencies (desired outcomes).

Connected Learning

Map your own badge with credentials for your program and/course.

Connected Learning

1. Critical Thinking VALUE Rubric. American Association of Colleges and University, Retrieved December 15, 2915, from http://www.aacu.org/value/rubrics/critical-thinking

2. Social Media in the Classroom. University of Utah. Retrieved December 16, 2015, from https://uvu.instructure.com/courses/157230/pages/lesson-10-using-social-media-in-the-classroom

3. Oliver, B. Assuring Graduate Attributes, retrieved December 10,from http://boliver.ning.com

4. Fraser, K. (n.d.). WRITING CRITICAL THINKING LEARNING OUTCOMES. Retrieved December 3, 2015, from http://teachingtomtom.com/2012/11/15/writing-critical-thinking-learning-outcomes

5. Moeller, B., & Reitzes, T. (2011, July 1). Integrating Technology with Student-Centered Learning. Retrieved December 13, 2015, from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating

6. Kuh, G. (2008) High-Impact Educational Practices, American Association of Colleges and universities, Retrieved December 15, 2015, from https://www.aacu.org/leap/hips

7. Costa, A. 16 Habits of Mind, Art Costa Centre for Thinking, Retrieved December 15, 2015, from http://www.chsvt.org/wdp/Habits_of_Mind.pdf

8. NACE, National Association of Colleges and Employers, 2015, Retrieved December 11, 2015, from http://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf

Resources

Connected Learning

Nancy McCoy-WozniakLearning Architect and Consultant

Instructional Designer and TechnologistePortfolio Project and Program Manger

Blog – liftinglearning.comPortfolio: Standouts - https://stonybrook.digication.com/nancywozniakTwitter – @nancywozniak, #notsorealmccoyDelicious - https://delicious.com/facultycenterSkype – nancywozniak