Scaffolding and assessing learners critical thinking in online - PowerPoint PPT Presentation

Scaffolding and assessing learners’ critical thinking in online discussion Dr Yiong Hwee, TEO Dr Yiong Hwee, TEO National Institute of Education National Institute of Education Nanyang Technological University, Singapore Nanyang Technological University, Singapore yionghwee.teo@nie.edu.sg yionghwee.teo@nie.edu.sg HERDSA 2015 Conference HERDSA 2015 Conference Melbourne Melbourne Jul 6-9, 2015 Jul 6-9, 2015

Introduction Methodology Outline Results Conclusion 1. Introduction (Lit Review) 1. Introduction (Lit Review) 2. Methodology 2. Methodology 3. Results 3. Results 4. Conclusion 4. Conclusion Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 2

Introduction Scaffolding Online Methodology Results Discussion Conclusion • Discussion can prompt reasoning when guided by • Discussion can prompt reasoning when guided by experienced teachers or well-trained peers experienced teachers or well-trained peers • Socratic Questioning Method (Socrates; Richard Paul, 1995) • Socratic Questioning Method (Socrates; Richard Paul, 1995) All reasoning has a purpose, is based on assumptions, All reasoning has a purpose, is based on assumptions, done from some point of view, and based on done from some point of view, and based on information & evidence; All reasoning leads information & evidence; All reasoning leads somewhere, has implications and consequences somewhere, has implications and consequences Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 3

Introduction Scaffolding Online Discussion Methodology Results for Critical Thinking Conclusion Why Asynchronous Online Discussion Why Asynchronous Online Discussion • Discussion can occur at any place and any time • Discussion can occur at any place and any time • Recorded opinions enable easy retrieval later • Recorded opinions enable easy retrieval later • More reflection time enabling in-depth • More reflection time enabling in-depth contributions contributions • Quality of interaction in improved • Quality of interaction in improved • Social barriers due to shyness, language • Social barriers due to shyness, language problems or gender are reduced problems or gender are reduced Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 4

Introduction Methodology Socratic Thinking Sentence Openers Results Conclusion A. Probe B. Probe C. Probe D. Probe E. Probe F. Take a Reasons Viewpoints Assumptions Implications Clarification Stand & Consequences  My Opinion is  My Opinion is  I am looking  I am looking  The assumptions  The assumptions  This suggestion  This suggestion  My question is  My question is  I agree that  An unusual  An unusual  Please clarify:  Please clarify:  I do not agree from the point of from the point of are are might have might have  The assumptions  The assumptions  Please elaborate  Please elaborate idea is idea is view of view of consequences of consequences of that  The indicators/  The indicators/  This idea is from  This idea is from  If this is the case,  If this is the case,  Do you mean  Do you mean on the availability on the availability  This viewpoint is  This viewpoint is  Please elaborate  Please elaborate facts supporting facts supporting of resources are of resources are then then  A different  A different  The assumptions  The assumptions  Do you imply  Do you imply  Is there  Is there my opinion are my opinion are  An  An  Can this  Can this viewpoint is viewpoint is on possible on possible that that  This would lead  This would lead  Should  Should improvement to improvement to constraints are constraints are  You are  You are the suggestion the suggestion to to  To summarise  To summarise  Priority should  Priority should assuming assuming  A different  A different be given to be given to assumption could assumption could be be  The justification  The justification of this assumption of this assumption is is Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 5

Introduction Using Knowledge Community to Methodology Results Scaffold Thinking Conclusion Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 6

Introduction Methodology Context of Study Results Conclusion • National Institute of Education (NIE), Singapore Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 7

Introduction Methodology Context of Study Results Conclusion • National Institute of Education (NIE), Singapore • National Institute of Education (NIE), Singapore – 42 students in DipEd course on Educational Video Production (12 – 42 students in DipEd course on Educational Video Production (12 weeks) weeks) – Produce a group video project – Produce a group video project – Critique 2 videos via AOD (Professionally-produced & a past student – Critique 2 videos via AOD (Professionally-produced & a past student video) for 4 weeks video) for 4 weeks • Use examples of professional work to establish standards • Use examples of professional work to establish standards • Use examples of students work to define high and low quality work • Use examples of students work to define high and low quality work Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 8

Introduction Methodology Methodology Results Conclusion • Case study methodology • Case study methodology • Discussion content spliced into message ideas & coded for on- • Discussion content spliced into message ideas & coded for on- task or off-task & whether ‘in-depth’ or ‘surface’ task or off-task & whether ‘in-depth’ or ‘surface’ • Semi-structured interviews with 7 participants , audio-taped and • Semi-structured interviews with 7 participants , audio-taped and transcribed transcribed • Survey – qualitative and quantitative (Likert) items • Survey – qualitative and quantitative (Likert) items • Content analysis applied to transcripts and AOD • Content analysis applied to transcripts and AOD Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 9

Introduction Methodology Research Question Results Conclusion • Aim: Explore how students can be • Aim: Explore how students can be scaffolded to engage in reflective discussion scaffolded to engage in reflective discussion without the intervention of facilitator without the intervention of facilitator • Question: What types of Socratic Thinking • Question: What types of Socratic Thinking skills and levels of information processing skills and levels of information processing are exhibited by pre-service teachers in a are exhibited by pre-service teachers in a scaffolded online group discussion? scaffolded online group discussion? Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 10

Introduction Scaffolding the Collaborative Methodology Results Critique Process Conclusion • Scaffold Thinking via Socratic Thinking • Scaffold Thinking via Socratic Thinking prompts prompts • Scaffold Critique Process via 4-step critique • Scaffold Critique Process via 4-step critique threads threads 4 – step critique process 4 – step critique process 1. Identify project purpose, audience & expertise 1. Identify project purpose, audience & expertise 2. Evaluate strengths and suggest improvements 2. Evaluate strengths and suggest improvements 3. Evaluate weaknesses and suggest improvements 3. Evaluate weaknesses and suggest improvements 4. How to transfer to own project 4. How to transfer to own project Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 11

Introduction Methodology Results Results Conclusion • 874 posts generated 1181 message ideas • 874 posts generated 1181 message ideas • Only very small off-task message ideas (0.5%) • Only very small off-task message ideas (0.5%) • On-task ones coded for ‘in-depth’ or ‘surface’ • On-task ones coded for ‘in-depth’ or ‘surface’ • 93% message ideas used sentence openers • 93% message ideas used sentence openers • 91.2% that used sentence openers were in-depth • 91.2% that used sentence openers were in-depth • All on-task message ideas sorted into 6 categories of • All on-task message ideas sorted into 6 categories of thinking thinking Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 12

Introduction Methodology Results Results Conclusion Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 13