The Critical Thinking Process with Technologies. Connecting Authentic Learning and Applied Competencies

1. The Critical Thinking Process with Technologies
Connecting Authentic Learning and Applied Competencies
Critical Thinking
A Habit
of Mind
IDEAS
ISSUES
ARTIFACTS
EVENTS
Nancy McCoy Wozniak – Instructional Designer

2. Connected
Learning
Brainstorming Session Objectives
At the end of this session, participants will be able to
1. 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.

3. Connected
Learning
Critical Thinking Definition
A Habit of Mind characterized
by the comprehensive exploration of
1. issues
2. ideas
3. artifacts
4. 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.

4. Connected
Learning
Critical Thinking Process
Scaffolding – Constructionism
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Self-Determined Learner Activity – List current
course activities that
utilize Critical Thinking
components

5. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational 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)

6. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational 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

7. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational 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 Thinking
Stanford’s d.School
Embodies Critical Thinking Learning Process

8. Connected
Learning
Critical Thinking Outcomes
Lifelong 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.

9. Connected
Learning
NACE’s Job Outlook 2015 survey
Top 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 structure
2. Ability to make decisions and solve problems
3. Ability to verbally communicate with persons inside and outside the organization
4. Ability to plan, organize, and prioritize work
5. Ability to obtain and process information
6. Ability to analyze quantitative data
7. Technical knowledge related to the job
8. Proficiency with computer software programs
9. Ability to create and/or edit written reports
10. Ability to sell or influence others
NACE Job Outlook http://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf

10. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Academic
Co-Curricular
Extra-
Curricular
Professional
Life
Experiences
Personal
Life
Experiences
Authentic (Life-Related) Learning
Self-Determined Learner

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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.

12. 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, 2011
Integrating Technology with Student-Centered
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Educational and Social Technologies provide

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Learning
Digital Portfolio

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Learning
Critical T
1. 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 Learning
Educational 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).

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

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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

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Learning
Nancy McCoy-Wozniak
Learning Architect and Consultant
Instructional Designer and Technologist
ePortfolio Project and Program Manger
Blog – liftinglearning.com
Portfolio: Standouts - https://stonybrook.digication.com/nancywozniak
Twitter – @nancywozniak, #notsorealmccoy
Delicious - https://delicious.com/facultycenter
Skype – nancywozniak