Howard Rheingold's Library tagged critical_thinking →  View Popular

PDF: This paper reports on the results of a pilot study that
investigates if critical evaluation skills could be improved by first analyzing the
techniques authors use to make websites more credible and then having students build
their own hoax websites by using these techniques.

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credibility critical_thinking

"Increasingly, students are using the Internet to obtain information about both general and academic topics (Lubans, 1999; Jones & Madden, 2002; Shackleford, Thompson & James, 1999). Along with this trend there is a growing concern about the dubious nature of online information, and users’ ability to validate or evaluate this information (Alexander & Tate, 1999; Flanagin & Metzger, 2000; Browne, Freeman & Williamson, 2000). Research shows that students are frequently deceived when viewing online content (Leu et al., 2007; Johnson & Kaye, 1998; Rieh & Belkin, 1998). Particularly, students are not able to judge the validity of a website, even when given procedures to do so (Lubans, 1998, 1999). There is still little known about building the healthy skepticism needed by students while reading online information. Because of the reliance of students to use the Internet to find information it is even more paramount to their success as online readers to be able to evaluate the validity and reliability of websites (Leu et al., 2008). This paper reports on the results of a pilot study that investigates if critical evaluation skills could be improved by first analyzing the techniques authors use to make websites more credible (Britt & Gabrys, 2002; Fogg, Marshall, Laraki, Osipovich, Varma, Fang, et al., 2001) and then having students build their own hoax websites by using these techniques. Hoax websites are defined as website “fabrications” that have been created for entertainment purposes, usually invoking the ridiculous, but maintaining a “superficial appearance of scientific professionalism” (Brem, Russell, & Weems, 2001, p. 198).

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wiobyrne.com/...Hoax_Websites.html - Preview

credibility critical_thinking

Wikipedia can be an excellent springboard for learning some profound lessons. We’ll look at practical ways to use it with students (grade 7 and up) to: a) develop solid research skills, b) think critically about the nature of authority and evidence, and c) produce persuasive written and oral arguments.

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credibility wikipedia critical_thinking

"It is a call to arms to shift our atti­tude away from mag­ni­fy­ing the per­ils of online research and towards exam­in­ing the many types of use­ful infor­ma­tion along with how and when to use them; to shift our pri­mary focus away from teach­ing how to find infor­ma­tion and towards engag­ing crit­i­cal think­ing skills. Often we have just one class period with our stu­dents and “the greater need is eval­u­a­tion; they already know at least one method of find­ing arti­cles.” [1]

The ker­nel of this post emerged from a recent con­ver­sa­tion with my brother. He asked me, “What would you esti­mate the ratio of inac­cu­rate to accu­rate infor­ma­tion on the Inter­net is?”

I hemmed and hawed and asked, “on the free web or includ­ing sub­scrip­tion sites?”

He clar­i­fied, “Well any­time I’ve ran­domly wanted to look some­thing up … I’ve never come across some­thing I’ve noticed to be faulty, but I won­der some­times if A) I’ve totally been mis­lead by faulty info or B) if most stuff I’ve ever looked up is OK. But they make such a big deal to not trust things on the Inter­net unless you know the poster is rep­utable. I think infor­ma­tion is more likely to be incom­plete rather than flat out wrong. Go find some­thing wrong on the Inter­net and give me a link.”

I sent him some of the standards:

* http://​www​.dhmo​.org/ [2]
* http://​zap​atopi​.net/​a​f​db/ [3]
* http://​zap​atopi​.net/​t​r​e​e​o​c​t​o​p​us/

He asked, “What search would bring those things up that you’d actu­ally be look­ing for? I’m just curi­ous some­times about these things. I’m skep­ti­cal of the skep­tics, you know.”"

inthelibrarywiththeleadpipe.org/...aging-critical-thinking-skills - Preview

credibility critical_thinking

"Much of our standardized testing is still based on an outmoded filling-station view of neural development and of knowledge: the cartoonish model of the prof emptying sand into the empty head of the student. Heads don't fill up with knowledge. New kinds of knowledge build upon older knowledge and often replace that knowledge. Everything works in that process of selection, adaptation, revision, selection. Memorizing correct answers to questions has some function, but it is not at all clea to anyone what that function is or how useful it is in an era of search and browse. Process, on the other hand, is more important than ever. And here actual application, experience, inference, testing, and repetition are crucial. Those elements, it turns out, are as important in perfecting a golf swing as they are in learning how to think in ever more sophisticated ways.



Socrates had it right. If you want to model higher level thinking, you don't lecture about your insights achieved as the result ("the answers") of such thinking. You certainly don't have students take a multiple choice test to ensure that they remember your conclusions. If you want to encourage the love of thinking and the skill of critical thinking, you question them, you hear their ideas, you debate them, you give them feedback, you lead and mislead them, you intellectually thrust and parry, you joust, and you have them reach conclusions by learning which intellectual moves are fruitful and which lead to dead ends. "

www.hastac.org/...think-einstein-0 - Preview

pedagogy critical_thinking knowledge

"hat made Dr. K memorable was a gimmick he employed that began with his introduction at the beginning of his first class:

“Now I know some of you have already heard of me, but for the benefit of those who are unfamiliar, let me explain how I teach. Between today until the class right before finals, it is my intention to work into each of my lectures … one lie. Your job, as students, among other things, is to try and catch me in the Lie of the Day.”

And thus began our ten-week course.

This was an insidiously brilliant technique to focus our attention – by offering an open invitation for students to challenge his statements, he transmitted lessons that lasted far beyond the immediate subject matter and taught us to constantly check new statements and claims with what we already accept as fact."

www.zenmoments.org/my-favorite-liar - Preview

credibility critical_thinking

"Based on this information, it seems the most critical skills for success in the 21st century include the ability to anticipate, plan for, and adapt to change.

Because the nature of information is fundamentally different, it will also be necessary to update our frameworks for how we obtain and process information.

We need to develop strategies for using social media tools to access real-time data, crowdsource information, and harness the power of our social networks to data mine the kind of information we need in an economy based on knowledge work and attention."

emergentbydesign.com/...a-metathinking-manifesto - Preview

literacy critical_thinking

"The News Literacy Project is an innovative national educational program that is mobilizing seasoned journalists to help middle school and high school students sort fact from fiction in the digital age.

The project’s primary aim is to teach students the critical thinking skills they need to be …
Learn More "

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credibility critical_thinking

"Metacognition focuses on thinking about thinking and it is vital to understanding how it is that we learn, consume, and process information. From a media education perspective, metacognition promotes an analytical and critical examination of core beliefs and assumptions.

This monograph deals with a wide range of methods for fostering self-reflexive analysis."

www.mediaeducationproject.ca/...monograph-series-metacognition - Preview

literacy critical_thinking credibility

PDF: Helping your students develop critical thinking skills.

www.theideacenter.org/IDEAPapers - Preview

critical_thinking

while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.

When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.

I used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.

halfanhour.blogspot.com/...operating-system-for-mind.html - Preview

literacy knowledge critical_thinking

http://www.philosophy.unimelb.edu.au/reason/papers/Teaching_CT_Lessons.pdf

www.philosophy.unimelb.edu.au/...Teaching_CT_Lessons.pdf - Preview

critical_thinking

his article is about Critical Thinking, and how, I believe, we could learn to be better at it.

First off, not all thinking is, or should be, critical. Both reflective thinking and creative thinking, for example, use very different processes.

There are many university courses that teach you how to think critically, even one that you can take online. My 'minor' in university was philosophy, so I took quite a few of them. I found them pretty academic, and unnecessarily hard and unintuitive to master. One of the best models I've found of the critical thinking process is the one from Dartmouth's Composition Center that I've illustrated above. So, a young person visiting a Model Intentional Community, for example, would do her homework, observe and participate during the visit, consider both what she was told and shown ("this is a better way to live") and what she was not told ("what's the dropout rate?"), draw inferences ("they seem to be having fun and really believe in what they're doing"; "having wilderness so close does seem healthy and inspiring"; "this is too radical a departure from the way I live for me to want to do personally"), challenge and evaluate her and others' assumptions ("maybe living in the city is the real 'radical departure' "; "this model doesn't appear to be scalable"), and form tentative opinions ("this is an important experiment, but I don't think I could live this way"). That could be the end of it. Or, she might have to report back to class on her visit, or might decide to talk to friends about her visit, so she would then develop supporting arguments for the tentative opinions she had come to, and challenge those arguments, and their refutations, in her own mind and in conversations with others.

blogs.salon.com/...22.html - Preview

critical_thinking

First, if you ask me, I would not get so obsessed in trying to differentiate critical, creative, innovative or inventive thinking (learning and thinking prefers no human constructed borders!) during class, but instead focus increasingly on finding new ways to nurture and infuse more thinking into the students’ learning process for all courses, so that when they graduate it has become a habit for life.

Also, I would strongly recommend that we continue to have at least one or two courses that explore thinking and thinking tools intensively, enabling us to flex our imaginative, creative and analytical thinking muscles (e.g. using six thinking hats, SWOT, Disney Creativity Strategy, and ‘Five Ws and H’). In addition, we could always use our analytical imagination to create new thinking tools.

If you ask me, I would argue that the essence of all thinking boils down to asking QUESTIONS. And we all can do that, and therefore we all have the ability to think. Which fallacy did I just commit?

If we can encourage students to ask more questions, going beyond the compartments of their disciplines, and increasingly nurture the courage in them to explore new ideas, we are probably on the right track.

zaidlearn.blogspot.com/...ritical-thinking-to-think.html - Preview

credibility critical_thinking thinking_tools

Slideshow: The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.

www.slideshare.net/...w-literacy-in-the-web-20-world - Preview

literacy credibility search critical_thinking networks social_networks

How to Teach a Child to Argue

Why would any sane parent teach his kids to talk back? Because, this father found, it actually increased family harmony.

www.figarospeech.com/teach-a-kid-to-argue - Preview

literacy critical_thinking