Transcript CRITICAL THINKING Faculty Guide

CRITICAL THINKING
MODULES
FEATURES
Faculty Guide
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.
CRITICAL THINKING
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MODULE 1 – Critical Thinking: It’s How (Not What) You Think
MODULE 2 – Identify and Overcome Barriers to Critical Thinking
MODULE 3 – Information and Its Source: Embrace or Reject?
MODULE 4 – Critical Thinking to the Rescue in Everyday Life
MODULE 5 – How Far Have You Come and What’s Next?
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MODULE 1
Critical Thinking: It’s How (Not What) You Think
Be Honest: How Well do You Think Critically?
LEARNING OBJECTIVES
1.1 Define critical thinking
1.2 Distinguish between the
content of thought and the
process of thinking critically
1.3 Determine which level best
represents your critical thinking
skills
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MODULE 1
Critical Thinking: It’s How (Not What) You Think
Be Honest: How Well do You Think Critically?
Activity
Explore the Critical Thinking Lab
Student answers three “surprise questions” while exploring the Critical Thinking Lab.
Reflection Question
“How do you define critical thinking?”
Interview Homer
Student clicks responders to interact with a historical figure to identify the contents / processes of his thinking.
Interview John Snow
Student clicks responders to interact with a historical figure to identify the contents / processes of his thinking.
Sort the Statements
Student sorts statements from historical figures to distinguish thought contents from critical thinking processes.
Objective
Assessment
Type
1.1
Game score
1.1
Instructor
evaluation
1.2
Game score
1.2
Game score
1.2
Game score
1.3
*Not assessed
(evaluation result
is reported, but
not assessed)
1.1
Instructor
evaluation
Critical Thinking Evaluator, Part 1
Student 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.
Reflection Question
“How do you define critical thinking? (Revise your earlier definition for critical thinking based on what you learned
from this mission.)”
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MODULE 2
Identify and Overcome Barriers to Critical Thinking
Know thine “enemy:” What is hindering you from thinking critically?
LEARNING OBJECTIVES
2.1 Identify external and
internal barriers to critical
thinking
2.2 Demonstrate ways to
overcome barriers to critical
thinking
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MODULE 2
Identify and Overcome Barriers to Critical Thinking
Know thine “enemy:” What is hindering you from thinking critically?
Activity
Objective
Assessment
Type
2.1
Game score
2.1
Game score
2.1
Instructor
evaluation
2.1
Game score
2.1
Instructor
evaluation
2.1
Game score
2.1
Game score
2.2
Game score
Explore the Critical Thinking Lab
Student clicks various hotspots and responders in the Critical Thinking Lab to learn about, and complete definitions for,
different types of critical thinking barriers.
Barrier Identification: 18 year-old Anna
Student identifies critical thinking barriers from a short video vignette.
Reflection Question
“Can you identify influences from your friends that would have affected your attitude and reasons for an error in decisionmaking?”
Barrier Identification: 30 year-old Anna
Student identifies critical thinking barriers from a short video vignette.
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?”
Barrier Identification: 60 year-old Anna
Student identifies critical thinking barriers from a short video vignette.
Barrier Quiz
Student identifies critical thinking barriers that were not demonstrated by the video vignettes.
Do Over Game
Student plays a “card game” to identify and apply various strategies to counteract critical thinking barriers witnessed in the
life of a character.
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MODULE 3
Information and Its Source: Embrace or Reject?
Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying?
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
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MODULE 3
Information and Its Source: Embrace or Reject?
Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying?
Objective
Assessment
Type
3.1
Game score
3.1
3.2
Game score
3.1
3.2
Game score
Student 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
3.1
3.2
Activity
Fix Y’s Research Notes
Student completes a few fill-in-the-blank statements about evaluating information.
Double-talk Goggles: Security Salesman
Student evaluates credibility of a few simple statements by analyzing onscreen information.
Double-talk Goggles: Congressman’s Proposal
Student evaluates credibility of a series of more nuanced statements by analyzing onscreen
information.
Substantiate Your Point of View
“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?”
Reflection Question
“What would you do differently if you had a real pair of “Double-talk Goggles”?”
3.1
3.2
Instructor
evaluation
Instructor
evaluation
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MODULE 4
Critical Thinking to the Rescue in Everyday Life
Put learning to the test: Time to solve problems and make decisions
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
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MODULE 4
Critical Thinking to the Rescue in Everyday Life
Put learning to the test: Time to solve problems and make decisions
Activity
Objective
Assessment
Type
Student 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 Steps
4.1
Explore the Critical Thinking Lab
Student organizes the problem-solving steps into the correct sequence.
Plot the Matrix
4.1
Student selects items for a Passion/Skills matrix based on information about a fictional character.
Emily’s Path Game
Student plays a “card game” to identify and apply the five steps of the problem-solving process.
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?”
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?”
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?”
Game score
Game score
4.1, 4.2
4.3, 4.4
Game score
4.1
4.4
Instructor
evaluation
4.1, 4.2
4.3, 4.4
Instructor
evaluation
4.1, 4.2
4.3, 4.4
Instructor
evaluation
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MODULE 5
How Far Have You Come and What’s Next?
It’s only the beginning, the sky’s the limit, and there’s no turning back now
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
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MODULE 5
How Far Have You Come and What’s Next?
It’s only the beginning, the sky’s the limit, and there’s no turning back now
Activity
Explore the Critical Thinking Lab
Student answers two “surprise questions” while exploring the Critical Thinking Lab.
Mission-Readiness Test
Student sorts a series of statements to demonstrate understanding of key critical thinking concepts.
Interview Future Dr. X
Student clicks responders to interact with future Dr. X and reveal a key critical thinking strategy.
Objective
Assessment
Type
5.1
Game score
5.1
Game score
5.2
Game score
5.3
*Not assessed
(evaluation result
is reported, but
not assessed)
5.1
5.2
Instructor
evaluation
5.1
Instructor
evaluation
Critical Thinking Evaluator, Part 2
Student 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.
Reflection Question
“What aspect of critical thinking was the most challenging for you? Why?”
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.)”
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FEATURES
BRAIN PUZZLE
LAB
TIME MACHINE
RESPONDERS
RESOURCES
BRAIN PUZZLE - At the outset of each episode, learners must decode a brain puzzle in order to access the Critical Thinking Lab.
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FEATURES
BRAIN PUZZLE
LAB
TIME MACHINE
RESPONDERS
RESOURCES
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.
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BRAIN PUZZLE
LAB
TIME MACHINE
RESPONDERS
RESOURCES
TIME MACHINE – Learners will use a Time Machine to visit different time periods.
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BRAIN PUZZLE
LAB
TIME MACHINE
RESPONDERS
RESOURCES
RESPONDERS - Responders are interactive elements that allow learners to “speak” to GameScape characters and answer questions.
Responder
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FEATURES
BRAIN PUZZLE
LAB
TIME MACHINE
RESPONDERS
RESOURCES
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.
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INTERACTIVES
THOUGHT METER
REFLECTIONS
PERFORMANCE SUMMARY
INSTRUCTOR REPORT
INTERACTIVES – Interactives are short exercises that test learner knowledge. They come in a variety of forms and contribute to the game score.
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ASSESSMENTS
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
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
REFLECTIONS
PERFORMANCE SUMMARY
INSTRUCTOR REPORT
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.
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
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PERFORMANCE SUMMARY
INSTRUCTOR REPORT
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.
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
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PERFORMANCE SUMMARY
INSTRUCTOR REPORT
INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
REFLECTIONS
PERFORMANCE SUMMARY
INSTRUCTOR REPORT
INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses as a PDF and send this to their instructor.
Student Name
Performance
Summary
Badge
Earned
Reflection
Questions
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
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PERFORMANCE SUMMARY
INSTRUCTOR REPORT
INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.
Activity
Breakdown
Learning
Objects
Viewed
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ASSESSMENTS
INTERACTIVES
THOUGHT METER
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PERFORMANCE SUMMARY
INSTRUCTOR REPORT
INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.
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MENU FUNCTIONS
CONTROL PANEL
SETTINGS
CLOSED CAPTIONING
NOTEPAD
HELP
Hide Control
Allows learner to hide the Control Panel
Replay
Notepad
Restarts the current scene
Volume
Help
Settings
Closed Captioning
Play/Pause
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MENU FUNCTIONS
CONTROL PANEL
SETTINGS
CLOSED CAPTIONING
NOTEPAD
SETTINGS - Allows learners to customize their settings.
HELP
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MENU FUNCTIONS
CONTROL PANEL
SETTINGS
CLOSED CAPTIONING
NOTEPAD
CLOSED CAPTIONING - Toggles Closed Captioning on and off.
HELP
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MENU FUNCTIONS
CONTROL PANEL
SETTINGS
CLOSED CAPTIONING
NOTEPAD
HELP
Notes
Key Take-aways
Transcripts
Allows learners to type their own notes.
Automatically provides learners with key
concepts.
Provides learners with a transcript based on
the choices they make.
Font Size
Print Notes
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MENU FUNCTIONS
CONTROL PANEL
SETTINGS
CLOSED CAPTIONING
NOTEPAD
HELP - Answers to questions about technical specifications & features.
HELP
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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.
Toolwire Learner Advocacy Team:
Phone: 925.227.8500 x202
Email: [email protected]
Twitter: @toolwirehelps
Concierge Service available 24/7/365
All calls & emails are promptly answered at any hour, any day, any month, all year long!