Critical Thinking Using Computer Technology

Educational Technology 171 Sections 3 and 4 Fall 2013 Hi! My name is Rica Young and I am your Critical Thinking class instructor. I hold an M.A. in Educational Technology and work full-time as Instructional Technologist. I am honored to facilitate your learning and eager to build a class that is driven and committed to success and excellence. Please take the time to read this syllabus and plot your assignment deadlines in your calendar. I look forward to an active, collaborative and engaging class with you. I will work very hard to make your experience meaningful and pertinent to your everyday life. Communication Policy: I will respond to your questions within 24 hours. You may reach me through: Email: rica.young@csulb.edu Q&A Forum for general questions that you would like to share with the class Beachboard Virtual Room on MWFs 9-10am and TThs 1-2pm

Course Description
The goal of this course is to enable students to become competent users of computer technology while they develop themselves as critical thinkers. After completing this course, students will be able to demonstrate (a) critical thinking abilities in the context of computer technology, (b) understanding of multiple perspectives and discourse concerning computer technology, and (c) hands-on computer skills that support their academic pursuits.

Student-based Learning Outcomes

A. After taking this class, students will be able to demonstrate critical thinking abilities in the following ways: 1) 2) 3) 4) 5) 6) 7) Define the value of critical thinking Search, analyze, and use information purposefully Use language and other formalisms Employ logical and scientific thinking Analyze and develop arguments Think critically about the media Recognize other peoples depth of knowledge and level of sophistication

B. Students will demonstrate their abilities to analyze public discourse concerning computer technology. 1) Approach computer technology from multiple viewpoints 2) Analyze public discourse; distinguish assumptions from facts 3) Identify culturally specific literacy practices on the Internet and their implications to critical thinking C. Students will demonstrate basic hands-on computers skills. 1) Use computer applications for critical thinking and problem solving 2) Use computer applications to express themselves and communicate with others

Required Text
Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2008). Critical thinking: A student's introduction (5th ed.). Boston: McGraw Hill. Versions: Print and Electronic (E-Text) Web site accompanying text: http://www.mhhe.com/bassham3

Online Classroom
http://beachboard.csulb.edu Overview Video: http://www.csulb.edu/lats/itss/design/video/flash/d2l/D2L-001.html Help Site: http://www.csulb.edu/divisions/aa/academic_technology/itss/beachboar d/d2l/tutorials/students/index.html
Last Updated: 10/22/13 Content Adapted from Michelle Pacansky-Brock & Teresa Chen Page 1 of 4

Netiquette
Netiquette is a term that relates to acceptable conduct in a web-based environment. In this class you will be encouraged to consider new ideas which may challenge some of your traditional ideas and perspectives. This is good! Learning occurs when we are challenged to consider different perspectives. However, when you interact with another student or with me in any way, remember that the words you type will be received by a human being with feelings. Also remember, this is a college course. Improper etiquette in any course related communication will not be tolerated. At all times, remember this is an academic setting. Ask yourself, would I say this in a classroom? If you encounter a problem with another student, please dont hesitate to bring it to my attention. For a detailed explanation of proper Netiquette, go to: http://www.albion.com/netiquette/corerules.html

Class Philosophy
This class is a community. We all have the same objective: to learn. Online students often feel isolated but its important to know you are not in this alone! I need each of you to approach our online class with a great attitude and a willingness to help each other. Many problems and questions can be resolved by asking a fellow student. I am always here to help you but I truly believe your experience will be better if you communicate with your fellow students throughout the semester. Lets work together to make this term great for everyone!

Is an Online Class Right for You?

Online learning is intensive and can often be overwhelming to a new online student or even an over committed experienced online student. If this is your first online class, I strongly encourage you to complete watch the Is Online Right for Me? student success presentation. This can be viewed online at: http://www20.csueastbay.edu/online/is-online-right-for-me/video-fla.html. You may also take an Online Readiness Assessment at: http://distance.uh.edu/online_learning.html

What is your Learning Style?

Each of us has our own preferred learning style in order to perform effectively. Understand how you learn best by completing the VARK Inventory, a simple online assessment that will provide clear information about their learning style.

Support for Students with Disabilities

If you require an auxiliary aide or academic accommodations due to a qualified disability, our Disabled Student Services is here to help you: http://www.csulb.edu/divisions/students/dss/

Improve Your Writing Skills - Online!

Take advantage of this wonderful student support resource at: http://www.csulb.edu/colleges/cla/departments/english/wrl/

Your Responsibilities Are...

Enrolling in this online course is a commitment. It is your obligation to manage your commitments responsibly. If you will not have time in your schedule to meet the responsibilities of this course, then you should not enroll. I realize this might sound a bit harsh but it is very important for you to be realistic about the time you have in your schedule before enrolling in too many courses, rather than withdrawing at mid-term or ending with an F. Online classes are in high demand. Please ensure you are ready to fully accept the responsibilities of this class.

Last Updated: 10/22/13

Content Adapted from Michelle Pacansky-Brock & Teresa Chen

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By enrolling in this class: 1. You agree to uphold the standards of academic integrity described in the catalog at http://www.csulb.edu/divisions/aa/catalog/current/academic_information/cheating_plagiarism. html 2. You agree that you have an average of 8-10 hours each week to spend on assignments. 3. You agree to log-in and review your new Learning Unit and all related assignments each Tuesday. 4. You agree to be available for the exam dates listed in this syllabus. Unavoidable conflicts must be brought to my attention immediately. There are no make-ups for exams unless a legitimate emergency occurs and I am notified immediately. 5. You agree to adhere to rules of Netiquette at all times. 6. You agree to review your course points in the course gradebook (click on Grades) throughout the term and contact me immediately if you identify an error. 7. You agree to contact me immediately if improper behavior or actions occur in any area of our online course. 8. You agree to contact me at any point if you have a question or need extra guidance with your learning. 9. You understand that it is your responsibility to drop this class if necessary. 10. You agree to check if your assignments have met the requirements stated in the assignment sheets and sometimes in rubrics.

Weekly Schedule
Below is the weekly schedule for this online course. As indicated, a new learning unit will be posted online by Tuesday at 6am of each week. Unless otherwise indicated, the assignments in the learning unit are due the following Monday by 11pm. Day 1: Tuesday - new Learning Unit posted in Beachboard by 6am Day 7: Monday - weekly assignments are due by Monday at 11pm

Grading and Assignments

Items Eight Assignments: 1. Definitions and value of critical thinking 2. Evaluation and comparison of Web resources 3. Recognizing arguments 4. Deductive and inductive reasoning 5. Identifying logical fallacies 6. Argument mapping 7. Argumentative essay 8. Debate Two Projects: 1. Digital story-telling 2. Game development/ problem solving Unit Exercises Quizzes Final exam Participation Total Points 50 4 4 4 4 4 10 10 10 40 20 20 30 40 30 10 200 Percentage 25%

20%

15% 20% 15% 5% 100%

Last Updated: 10/22/13

Content Adapted from Michelle Pacansky-Brock & Teresa Chen

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Grade A B C D F

Percent 90-100% 80-89% 70-79% 60-69% 0-59%

Points 180-200 160-179 140-159 120-139 0-119

Late Policy
No late assignments will be accepted. You are strongly encouraged to keep up with assignments and turn them in on time. Pay attention to the date and time each assignment is due. Computer glitches do happen so make sure you plan ahead.

Schedule
Week 1 Course Overview Week 2 CH 1: Introduction to Critical Thinking Week 3 CH 12: Finding, Evaluating, and Using Sources Week 4 CH 3: Deductive and Inductive Reasoning Week 5 Quiz 1 Week 6 CH 4: Language and Other Formalisms Week 7 CH 5: Logical Fallacies Week 8 CH 6: Logical Fallacies Week 9 Quiz 2 Week 10 CH 7: Analyzing Arguments Week 11 Ethical Decisions Week 12 CH 8: Evaluating Arguments Week 13 Quiz 3 Week 14 CH 13: Argumentative Essays Week 15 CH 15: Problem-Solving and Scientific Method Week 16 Final Exam

Last Updated: 10/22/13

Content Adapted from Michelle Pacansky-Brock & Teresa Chen

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