June 9, 2010
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Today! Discussion With Dave Snowden
Today - June 9, 2010 - we are pleased to be hosting an OpenMeetings session by: Dave Snowden and Stephen and Rita.
You will find the link to OpenMeetings here and a user guide to OpenMeetings as well. We advise you to have a look at it a little in advance of the first session to familiarize yourself with it and to logon.
1PM Atlantic Daylight Time (12 Noon Eastern, 5PM London time - Time Zone converter)
More about Dave Snowden - here - and his website Cognitive Edge.
Here's what course members from around the world had to say. Want to join the conversation? Submit your feed. Then put this at the beginning of your post: CritLit2010
Critical Literacies Online Course
Stephen Downes and Rita Kop are running an online course on Critical Literacies ( CritLit2010 ). This appears to be partly an experiment in the open-format self-defining student-driven connectivist type of course pioneered over the past couple of years by Downes and George Siemens. The main focus of the curent course apears to be identifying [...] June 9, 2010
This is the subject of Week 1 (which has already whizzed by) of the Critical Literacies online open course. In the course materials on Moodle, cognition is described as: The capacity to infer, or detect faulty inferences, to use communicative elements in order to describe, argue, explain or define. Including the power of reflection, authority [...] June 9, 2010
Where do you put your attention?
In thinking about why I am attending this Critical Literacies course, at a time when I should probably be focussing elsewhere, I realised that one reason is that I would like to know more about how to manage learning in an online networked environment. Sometimes, it hits me hard that I am seriously short of [...] June 9, 2010
Wayfinding as a critical literacy
Heli’s first week reflections and Mike’s response to these have reminded me of the work of Darken & Sibert on wayfinding in virtual worlds, which I came across a few years ago when I was trying to learn more about why people might drop out of an online course. Darken, R.P. and Silbert, J.L. (2008) [...] June 9, 2010
Critical Literacy – a personal perspective
Like Ken I need to sort out where discussion is going to focus in this course and what type of literacy we will be talking about. Traditionally literacy has been thought of in terms of reading, writing, speaking and listening – at least this is in the UK where the National Curriculum for schools includes [...] June 9, 2010
Attributes of Critical Literacy
In response to Rita's Moodle post where she asked "...what you perceive to be the critical literacies to be able to learn, work and play in the networked era..." I wrote the following:
I think the list of defining attributes of critical literacy in the course detail section is good. I can't think of anything to add or delete from that list. At first I would have guessed a greater weight would be on thinking and reasoning, but the notion of cognition covers much of that territory.
One thing I did notice is that the list in course details is somewhat conceptual and in some ways technical. (I used to know what deontological meant... now I will have to look it up) I wonder if we could also think about what might be the attributes of a person who is critically literate. As a companion list, this might illustrate some of those concepts?
My first pass on this task would suggest that the critically literate person can:
- identify the central issue or topic in a communication
- aggregate additional sources, recombine them and be able to comment
- filter information (and sources) for noise or nuggets
- draw resonable conclusions for oneself
- remain flexible to accept new conclusions when it is appropriate
- commmunicate ideas, arguments, rebuttals clearly
This is not a complete list, but perhaps it is a start
To this I think I would now add
-the ability for critical self-reflection (after reading Heli's blog post)
-have a predisposition toward all of the attributes (after thinking more about Alec Fisher's article)
Conole 4 June
The June 4 web conference featured Grainne Conole who, in spite of some technical challenges with the system presented the material below in the slideshare. Her approach was to address literacies that she sees as being critical (important) and the material was good on that basis.
My understanding is that the intention of the course is to deal with literacies of critical thinking. This is based on the preliminary information Stephen posted on the Critical Literacies Online Course Blog
"...I realized that people learning online would need a good foundational knowledge of critical thinking. (...) This course in critical literacies builds on and expands that idea. It is at once a demonstration of a possibility of online learning, this time a connectivism course. And it is an attempt to articulate and demonstrate those critical thinking capacities that are needed in a new electronic multimedia world."
Conole's slides are worth reviewing for their own sake. She has done a good job of mapping Web 2.0 tehcnologies and affordances with characteristics of users and then to pedagogical implications and possibilities, including advanced visualization techniques and tools.
In theory there is no difference between theory and practice. In practice there is. -attributed to Yogi Berra.I posted the slideshare here so that I can review the material again. There is a lot of conceptual thought boiled into her diagrams and tables. I need to reflect a bit more on the theoretical constructs and what they might look like from a practical perspective of implementation.
This is Grainne Conole's slideshare from the June 4 web conference.
Define Critical Thinking
I wonder if Clear Reasoning might be a better term than Critical Thinking
At this point, I think that this process involves
-the ability to derive verifiable and supportable conclusions from data or other input
-verifiable perhaps means repeatable as in science or empirical research
-supportable means that others can follow your line of reasoning and agree with conclusions on the basis that the conclusion derives logically from the data, that the data is both verifiable and sufficient and that there are causal links from the data to the conclusion.
-Clear reasoning also involves the ability to know when (and why) conclusions presented by others are not verifiable or supportable. e.g. Most squeegee kids have tattoos. Elmer is a sqeegee kid therefore Elmer has a tattoo. Or even more flawed-- Elmer has a tattoo, therefore Elmer is a squeegee kid.
Edit after reading Alec Fisher:
Clear reasoning is not a good substitute term for critical thinking. It is part of critical thinking, but does not fully capture the elements of "predisposition" and "reflection" that seem to be central components of the definition that Fisher discusses.
Testing first post
Hello, John King here. I'm in Clarenville Newfoundland and we just saw the sun today.
I just told my wife Joan that I'm feeling juvenated.
Okay, I'm almost officially retired from nearly a quarter century of work in higher education.
I signed on for this course in critical literacy for a few reasons. I'm looking forward to engaging in this learning-- as much for exploring the processes of connectivism and the personal learning environment as the content itself.
Still working on this - watch for more here
Post in Twitter and use the hashtag #CritLit2010 to be listed here. (These should be fresh. Still working on improving the Twitter display.)
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Copyright 2010 Stephen Downes and Rita Kop This work is licensed under a Creative Commons License http://creativecommons.org/licenses/by-nc-sa/1.0