June 3, 2008
This week I began to construct my project. This atypical challenge soon took on several metamorphic characteristics of its own. A Greek Hydra of sorts where conquered problems led to additional development trials. The most prominent defeat was in my struggle to integrate a database into the current flash application. more…
June 5, 2008
Creativity is being fostered with additional cups of coffee. Here’s a brief status report:
· Create video screen
· Assessment buttons are needed to advance learner to assessment page
· Require 3 different tests for each of Bloom’s critical thinking taxonomy
· The analysis section stutters, the timeline is awkward.
· video buttons are needed for selection of case-study
· Require return button for home page critical thinking selection
· Require return buttons on each assessment page for each higher order taxonomy section.
· Frame titles for the 3 analysis videos are temporarily labeled but will have to be renamed once the video has been integrated into the learning resource.
· assignment buttons are required for assessments
· A text box for the application assessment is required in the Application section of the learning resource
· Still researching case-study’s for learning resource
The Synthesis Button will direct the learner to the synthesis domain area for a prescribed instructional method and assessment. In synthesis it is the learning level where problem solving judgment is used to take apart a model or hypothesis and put it back together again creating a new model or hypothesis. In synthesis the learner’s process for analysis is in breaking the concept down into the correlation of its smaller parts and creates a unique model or hypothesis.
This week I included with the IRB, an informed consent form and a debriefing statement.
After reviewing the information in achieving the Collaborative Institutional Training Initiative (CITI), I used the perspective of being a test subject. I immediately recognized the standpoint of test subjects being entitled to receive a written consent form that provides information explaining: details of the study’s purpose, the tests and procedures used throughout the investigation. The revealing of possible risks and benefits of the study accentuated great importance in clarifying that the test subject who signs the consent form does not have to stay in the study and can quit the study at any time.
In my writing a debriefing statement, I began questioning the importance of a quantitative research approach for my project thesis.
This week’s assignment proved to be helpful in refining parts of my project’s thesis in the areas of analysis, design and subject (experimental group) assessment.
In my working through the assignments the OHRP Human Subjects Informational History Video (requires QuickTime) kept tearing becoming unviewable. Dr. Newberry’s How to fill out an IRB (PowerPoint used in IRB training) video however, proved to be very helpful as a procedural guide.
The Mandatory CITI Human Subjects Training Module website is most interesting in providing the history of protecting human test subjects. I did notice that while the Belmont Report defines and delineates between “Practice” and “Research” as Principles of Justice; the report doesn’t describe the necessity to effectively manage conflicts. ###
Ok, the following is my break-down for my literature review:
CHAPTER TWO – REVIEW OF THE LITERATURE
a) Critical Thinking Skills
b) Reflective Thinking
c) Creative Thinking
d) Critical Thinking
II Case-scenarios and structured conflict
lll Critical thought development within learning strategies in case-scenario usage
a) Problem Solving
b) Decision Making
c) Clinical Judgment
d) Experiential Learning
e) Teacher-Directed Learning
I did ###
“The significant problems we face cannot be solved at the same level of thinking we were at when we created them.” – Albert Einstein
This weeks’ venturing through articles for my literature review granted me insight on Einstein’s thought provoking words in reference to my project thesis on critical thinking. I’ve found that my approach is not established in a particular position of distinctive thought. It has developed across a faction of joint metacognitive ideologies which can enhance the application of the critical thinking process through case-based reasoning.
The pretense of a learner’s task is to analyze the stated case for the underlying problem, the symptoms or indicators, its causes and a listing of solutions not only differ in theory and practice but also in its published results. At this point there exists a vast argument over a learner’s appropriate metacognition within the process of problem solving and critical thinking. These published models within the literature review indicate that perhaps there is an incomplete approach to learning through the traditional method of using case studies to enhance a learner’s knowledge.
Higher-order thinking skills are defined as those cognitive skills that allow students to function at the analysis, synthesis and evaluation levels of Bloom’s taxonomy. I intend to continue my research and discussion on the utilization of additional methods such as reflection, negotiation and experiential modes that contribute toward a more complete result in critical thinking within the case-based reasoning approach to learning. ###
As I worked on the template I encountered a point of frustration in the technical area of importing tables into the document: for the life of me I could not cut/paste nor insert/import any of my tables into the template. The table scrambles itself across the page with no consistency of its original composition.