Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web

scholarly journals Critical Thinking On the Web

2000 ◽  
Vol 20 (3) ◽  
Author(s):  
Tim Van Gelder
Keyword(s):  
Critical Thinking ◽  
The Web

Competent Web Dialogues

2011 ◽  
pp. 219-233
Author(s):  
Marianne Döös ◽  
Eva R Fåhræus ◽  
Karin Alvemark ◽  
Lena Wihelmson
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Educational Issues ◽  
The Web

Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at beating or convincing other participants in the conversation. The present chapter highlights group dialogues as conversations in which people learn with and from each other. Learning dialogues have the potential of developing the learners’ capacities for critical thinking and complex problem solving. The model of dialogue competence is suggested in order to improve the linking of thoughts in web dialogues. The chapter concludes with considerations when developing dialogue-based communication forms for learning purposes and contributes to teachers’ demand for more support in pedagogic and educational issues.

scholarly journals Using the Web To Teach Critical Thinking

2008 ◽  
Vol 85 (10) ◽  
pp. 1307 ◽  
Author(s):  
John W. Moore
Keyword(s):  
Critical Thinking ◽  
The Web

Intelligent and Adaptive Web-Based Instruction

2011 ◽  
pp. 482-505
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Technoethics in Schools

2009 ◽  
pp. 680-699
Author(s):  
Darren Pullen
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Digital Technology ◽  
Instant Messaging ◽  
Technical Skill ◽  
School Students ◽  
The Social ◽  
Teachers And Parents ◽  
Technology In Schools ◽  
The Web

School students are used to digital technology-they blog, create movies for public viewing on the web, create and download music and use instant messaging to communicate with their friends and family. Whilst today’s students are technologically capable, perhaps more so than their teachers and parents, they might not know how to legally and ethically interpret and use digital resources and materials. Teachers need to understand the social, ethical, legal and human issues that surround the use of digital technology in schools and then apply that understanding to help students become technologically responsible, and so to ensure that they, the workers of tomorrow, have the critical thinking and communication skills to match their technical skill.

Intelligent and Adaptive Web-Based Instruction

2006 ◽  
pp. 321-347
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

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