critical thinking faculty guide modulesfeaturesassessmentsmenusupport what is a gamescape gamescapes...

CRITICAL THINKING Faculty Guide

MODULES FEATURES ASSESSMENTS MENU SUPPORT

WHAT IS A GAMESCAPE

GameScapes combine visual storytelling with game-based learning elements to stimulate curiosity and introduce course content in a way that helps you connect key

concepts to the real world. At the foundation of this approach is the use of highly authentic, photorealistic environments brought to life with an interactive technology

overlay and an embedded “natural assessment” infrastructure.

The Critical Thinking GameScape includes five modules that take roughly 30-40 minutes to complete. Available via a web browser, you can access these modules anytime, anywhere and can replay them multiple times in order to improve your

score.



MODULE 1 – Critical Thinking: It’s How (Not What) You Think

MODULE 2 – Identify and Overcome Barriers to Critical Thinking

MODULE 5 – How Far Have You Come and What’s Next?

MODULE 4 – Critical Thinking to the Rescue in Everyday Life

MODULE 3 – Information and Its Source: Embrace or Reject?



LEARNING OBJECTIVES

1.1 Define critical thinking1.2 Distinguish between the

content of thought and the process of thinking

critically1.3 Determine which level

best represents your critical thinking skills

MODULE 1

Critical Thinking: It’s How (Not What) You Think

Be Honest: How Well do You Think Critically?



Activity Objective Assessment Type

Explore the Critical Thinking LabStudent answers three “surprise questions” while exploring the Critical Thinking Lab. 1.1 Game score

Reflection Question“How do you define critical thinking?” 1.1 Instructor

evaluation

Interview HomerStudent clicks responders to interact with a historical figure to identify the contents / processes of his thinking. 1.2 Game score

Interview John SnowStudent clicks responders to interact with a historical figure to identify the contents / processes of his thinking. 1.2 Game score

Sort the StatementsStudent sorts statements from historical figures to distinguish thought contents from critical thinking processes. 1.2 Game score

Critical Thinking Evaluator, Part 1Student selects statements about critical thinking in an interactive self-evaluation exercise. Each statement carries a value that contributes to overall result indicative of the student’s current critical thinking level. 1.3

*Not assessed (evaluation result is reported, but not assessed)

Reflection Question“How do you define critical thinking? (Revise your earlier definition for critical thinking based on what you learned from this mission.)”

1.1 Instructor evaluation

MODULE 1

Critical Thinking: It’s How (Not What) You Think

Be Honest: How Well do You Think Critically?



MODULE 2

LEARNING OBJECTIVES

2.1 Identify external and internal barriers to

critical thinking

2.2 Demonstrate ways to overcome barriers to

critical thinking

Know thine “enemy:” What is hindering you from thinking critically?

Identify and Overcome Barriers to Critical Thinking




Explore the Critical Thinking LabStudent clicks various hotspots and responders in the Critical Thinking Lab to learn about, and complete definitions for, different types of critical thinking barriers.

2.1 Game score

Barrier Identification: 18 year-old AnnaStudent identifies critical thinking barriers from a short video vignette.

2.1 Game score

Reflection Question“Can you identify influences from your friends that would have affected your attitude and reasons for an error in decision-making?”



2.1 Game score

Reflection Question“Can you identify influences from a teacher or mentor that affected your attitude or reasons for an important decision in your life? Positive or negative?”



2.1 Game score

Barrier QuizStudent identifies critical thinking barriers that were not demonstrated by the video vignettes.

2.1 Game score

Do Over GameStudent plays a “card game” to identify and apply various strategies to counteract critical thinking barriers witnessed in the life of a character.

2.2 Game score

MODULE 2

Know thine “enemy:” What is hindering you from thinking critically?

Identify and Overcome Barriers to Critical Thinking



LEARNING OBJECTIVES

3.1 Determine what information is needed

when formulating opinions

3.2 Analyze the reliability of messages and the credibility of

messengers

3.3 Substantiate points of view on issues and

problems

Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying?

Information and Its Source: Embrace or Reject?

MODULE 3




Fix Y’s Research NotesStudent completes a few fill-in-the-blank statements about evaluating information. 3.1 Game score

Double-talk Goggles: Security SalesmanStudent evaluates credibility of a few simple statements by analyzing onscreen information.

3.13.2 Game score

Double-talk Goggles: Congressman’s ProposalStudent evaluates credibility of a series of more nuanced statements by analyzing onscreen information.

3.13.2 Game score

Substantiate Your Point of ViewStudent selects valid criteria for substantiating conclusions from a list onscreen and also rates various statements to weigh their importance in evaluating a fictional proposal.

3.3 Game score

Reflection Question“Based on what you have learned about the credibility of messengers and the reliability of messages, how will these new skills impact the way that you consume information going forward?”

3.13.2 Instructor

evaluation

Reflection Question“What would you do differently if you had a real pair of “Double-talk Goggles”?”

3.13.2 Instructor

evaluation

MODULE 3

Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying?

Information and Its Source: Embrace or Reject?



LEARNING OBJECTIVES

4.1 Identify alternatives when it comes to solving

problems and making decisions

4.2 Compare the advantages and

disadvantages of the alternatives

4.3 Select the best option based on your analysis

4.4 Evaluate how solutions and decisions can be

improved

Put learning to the test: Time to solve problems and make decisions

Critical Thinking to the Rescue in Everyday Life

MODULE 4




Explore the Critical Thinking LabStudent clicks various hotspots and responders in the Critical Thinking Lab to learn about, and describe, the steps of the problem-solving process.

4.1 Game score

Organize the Problem-Solving StepsStudent organizes the problem-solving steps into the correct sequence.

4.1Game score

Plot the MatrixStudent selects items for a Passion/Skills matrix based on information about a fictional character.

4.1Game score

Emily’s Path GameStudent plays a “card game” to identify and apply the five steps of the problem-solving process.

4.1, 4.24.3, 4.4

Game score

Reflection Question“After thinking critically about Emily’s career problem and feasible alternatives, do you feel good about the decisions you recommended that she make? Why?”

4.14.4

Instructor evaluation

Reflection Question“Looking toward the future, what action plans does Emily need to create and execute to continue the positive solutions you have both chosen?”

4.1, 4.24.3, 4.4


Reflection Question“How will you apply this decision-making process to your own career plans? Which step do you most need to work on the most?”

4.1, 4.24.3, 4.4


MODULE 4

Put learning to the test: Time to solve problems and make decisions

Critical Thinking to the Rescue in Everyday Life



LEARNING OBJECTIVES

5.1 Reflect on lessons learned and how they can be

applied to your everyday life

5.2 Develop a strategy to use critical thinking in the

future

5.3 Determine which level best represents your critical thinking skills

It’s only the beginning, the sky’s the limit, and there’s no turning back now

How Far Have You Come and What’s Next?

MODULE 5




Explore the Critical Thinking LabStudent answers two “surprise questions” while exploring the Critical Thinking Lab.

5.1 Game score

Mission-Readiness TestStudent sorts a series of statements to demonstrate understanding of key critical thinking concepts.

5.1 Game score

Interview Future Dr. XStudent clicks responders to interact with future Dr. X and reveal a key critical thinking strategy.

5.2 Game score

Critical Thinking Evaluator, Part 2Student selects applicable statements about critical thinking in an interactive self-evaluation exercise. Each statement carries a value that contributes to an overall result indicative of the student’s current critical thinking level. Student can compare new evaluation result with original result from module 1.

5.3

*Not assessed (evaluation result is reported, but not assessed)

Reflection Question“What aspect of critical thinking was the most challenging for you? Why?”

5.15.2


Reflection Question“Would you change your definition of critical thinking – given all that you’ve learned through working with Dr. X? (Write your updated personal definition below your previous responses.)”


MODULE 5

It’s only the beginning, the sky’s the limit, and there’s no turning back now

How Far Have You Come and What’s Next?



BRAIN PUZZLE - At the outset of each episode, learners must decode a brain puzzle in order to access the Critical Thinking Lab.

FEATURES

BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES



FEATURES

CRITICAL THINKING LAB – The Critical Thinking Lab provides vital resources and information for your journeys. The lab looks like a museum of great thinkers

from history. By clicking on objects within the lab, you can learn more about these figures and about critical thinking in general.




TIME MACHINE – Learners will use a Time Machine to visit different time periods.

FEATURES




RESPONDERS - Responders are interactive elements that allow learners to “speak” to GameScape characters and answer questions.

Responder

FEATURES




RESOURCES – Within the Thought Journal, there is a “Resources” section with Digital Learning Objects (DLOs) containing instructional text and graphics. The Instructor Score Report tracks whether learners take the time and initiative to review all of the optional resources.

FEATURES




ASSESSMENTS

INTERACTIVES – Interactives are short exercises that test learner knowledge. They come in a variety of forms and contribute to the game score.

INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT



THOUGHT METER - The Thought Meter is a dynamic graphic that provides a real-time indication of the learner’s critical thinking performance .

Thought Meter

ASSESSMENTS

INTERACTIVES THOUGHT METER

REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT



ASSESSMENTS

REFLECTIONS - At various times within each episode, learners are asked to respond to short reflection questions. At the end of the module, these will be saved to a PDF and sent to the instructor for grading.




PERFORMANCE SUMMARY - At the end of the game, the Performance Summary provides learners immediate feedback on their performance across a range of activities. Badges are awarded for activities such as opening the Brain Puzzle on the first attempt, reviewing all of the optional

learning Resources etc.

ASSESSMENTS

INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY

INSTRUCTOR REPORT



ASSESSMENTS

INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.




INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses as a PDF and send this to their instructor.

Student Name

PerformanceSummary

Badge Earned

Reflection Questions

ASSESSMENTS




ActivityBreakdown

Learning ObjectsViewed

INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.

ASSESSMENTS




ASSESSMENTS

INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.




Volume

Replay

Hide Control

Settings

Play/Pause

Closed Captioning

Notepad

Help

Allows learner to hide the Control Panel

Restarts the current scene

MENU FUNCTIONS

CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP



SETTINGS - Allows learners to customize their settings.

MENU FUNCTIONS




MENU FUNCTIONS

CLOSED CAPTIONING - Toggles Closed Captioning on and off.




MENU FUNCTIONS

NotesAllows learners to type their own

notes.

Key Take-awaysAutomatically provides learners with

key concepts.

Print NotesFont Size

TranscriptsProvides learners with a transcript based on the choices they make.




MENU FUNCTIONS

HELP - Answers to questions about technical specifications & features.




Concierge Service available 24/7/365

All calls & emails are promptly answered at any hour, any day, any month, all year long!

Toolwire Learner Advocacy Team:

Phone: 925.227.8500 x202

Email: [email protected]

Twitter: @toolwirehelps

INSTRUCTOR & LEARNER SUPPORT - As your learning partner, we look forward to supporting you every step of the way as you introduce this exciting learning tool into your course. We

suggest that instructors include the support information below in their course syllabi.

critical thinking faculty guide modulesfeaturesassessmentsmenusupport what is a gamescape gamescapes...

Documents

critical thinking module

critical thinking processes

critical thinking gamescape

critical thinking sli

instructor evaluation

everyday life module

game score reflection

overcome barriers