Critical Thinking Publishing Reference
What are primary sources in business?
According to the Concordia University Library website:
A primary source is any original work that is unmediated by external analysis, evaluation, or interpretation. A secondary source is typically an external study of primary sources, usually written retrospectively. A tertiary source typically amalgamates the content found in primary and secondary sources and is less critical or argumentative than secondary sources.Source: Concordia University Library, What are primary sources?
With regards to primary or secondary sources, the distinction usually about the identity of the organization issuing the source. In the field of business, primary sources are documents issued by the corporation (press releases, product catalogues, corporate websites, advertisements, financial statements and other filings, etc.) while secondary sources are issued by others, most notably journalists or researchers writing articles about the corporation.
Interviews throw an interesting curve ball into this distinction. I would say that a news or trade journal article featuring an in-depth interview with an executive would probably qualify for a primary source, if the article contains only the interview. If the article only has a few quotes from a company source but contains much more than just the interview (say, commentary or analysis), then the article in question ceases to qualify as a primary source (primary = from the mouth of the corporation or their executives).
It is important to note that certain academic disciplines may have a different definition for primary/secondary sources. Most notably, historians usually consider historical newspaper articles as “primary sources” in their disciplines because of how they conceptualize these sources within the framework of their academic discipline. This is important should you seek out information on the Internet about primary/secondary sources…
Critical Thinking Information literacy
When our minds play tricks on us
I really enjoyed Margaret Heffernan’s TED talk on willful blindness. It reminds me that somethings, we are collectively guilty of not seeing the truth, not acknowledging information, essentially being completely biased to a collective reality.
From a different feed, I stumbled on this Fast Company article on the 8 tricks our minds play on us :
1. We surround ourselves with information that matches our beliefs
2. We confuse selection factors with result (the cause rather than the consequence)
3. We worry about things we already lost (sunk cost)
4. We incorrectly predict odds
5. We rationalize purchases we do not want (internalizing cognitive dissonance)
6. We make decisions based on the anchoring effect ( rather than making a decision based on pure value for investment (time, money, and the like), we factor in comparative value–that is, how much value an option offers when compared to another option.)
7. We believe our memories more than facts
8. We pay attention to stereotypes than we think we do
With regards to number 6, Belle Beth Cooper highlights the TED talk by Dan Arielyon, a behavioral economist, cognitive illusions (“: Are we in control of our own decisions?”)
How To Be Creative | Off Book | PBS Digital Studios
Creativity as an element of critical thinking and much more:
Shout out to the wonderful folks from PBS and their awesome content on YouTube! Check out PBSideachanel and PBS Off Book and subscribe today.
Concordia University Critical Thinking Gamification Information literacy
Experiential Learning and the InterPLAY Model from prof. Hirumi
I learned so much from the e.SCAPE conference at Concordia – but professor Hirumi inspired me to look into grounding the curriculum I am developing for business information literacy in proven theories.
Professor wrote a book in 2010 on this model:
Call Number LB 1029 S53P53 2010
Title Playing games in school : video games and simulations for primary and secondary classroom instruction / edited by Atsusi “2c” Hirumi
Edition 1st ed
Publisher Eugene, Ore : International Society for Technology in Education, c2010
He also wrote a book chapter in 2006:
Atsusi Hirumi — Designing interaction as a dialogue game : linking social and conceptual dimensions of the learning process
Call Number LB 1044.87 I548 2006
Title Interactions in online education : implications for theory and practice / edited by Charles Juwah
Publisher London ; New York : Routledge, 2006
Prof. Hirumi’s chapter in this book is available here.
In addition, prof. Hirumi offered some great summaries of contemporary proven learning theories For example, see this 30 page summary I found on a conference website (title: Grounding e-Learning Interactions to facilitate Critical Thinking
& Problem Solving).
During the conference, he presented his InterPLAY model, as seen here from a few of his slides:
He also presents it as such in the pdf document linked above (title: Grounding e-Learning Interactions to facilitate Critical Thinking
& Problem Solving ). On page 19, he describes it as such:
(Stapleton & Hirumi, 2011; Hirumi, Atkinson, & Stapleton, 2011)
Based on the belief that the learning of facts, concepts and principles occurs best in context of how they will be used, the Interplay strategy evokes emotions and sparks imagination, based on cognitive neuroscience research, to enhance experiential learning theories by addressing three primary conventions of interactive entertainment and their related elements (i.e., Story – characters, events, worlds; Game – rules, tools, goals; Play – stimulus, response, consequences).
1. Expose – Exposure provides the back-story to entice empathy for the character or player, and orients the audience into the same reference point or point of view. Exposure sets up specified learning objectives in a meaningful way to invite the student to contribute, to engage and to achieve the challenges set before them.
2. Inquire – Inquiry validates Exposure. If exposure sets a desire to learn, then inquiry is automatic. Inquire provides a response to student’s curiosity with something to do that showcases different elements that will be used later.
3. Discover –Discovery provides the personal reward, achievement, and the “ah ha” moment. The consequences of discovery, whether negative or positive, provide feedback to inspire further exploration to the next level of achievement.
4. Create – Transforms the experience from being merely reactive to truly interactive. Instead of responding to cues, the learner contributes to the content by applying the elements of the subject matter in novel ways.
5. Experiment – Provides an opportunity to assess learning and provide feedback without losing or winning. The goal is less about the hypothesis being right or wrong, but rather setting up the elements of the subject matter so that new knowledge can be gained. Failure should be fun.
6. Share – The sharing of personal experiences and feelings is facilitated at the end of the lesson or unit, to seal the memory of the learning experience. Sharing compels learners to put lessons learned in their own perspective as well as others.
He presented the context of the InterPLAY model as such:
In addition to the books references above, here are some works prof. Hirumy contributed to:
Crippen, K. J., Archambault, L., & Kern, C. (in press). Using Scaffolded Vee Diagrams to Enact Inquiry-Based Learning. In A. Hirumi (Ed.). Grounded Designs for Online and Hybrid Learning: Practical Guidelines for Educators and Instructional Designers. Eugene, WA: International Society for Technology in Education.
Hirumi, A. (2002). Student-centered, technology-rich, learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal for Technology and Teacher Education, 10(4), 497-537.
Hirumi, A. (1998, March). The Systematic Design of Student-Centered, Technology-Rich Learning Environments. Invited guest presentation given at the first Education Graduate Students and Academic Staff Regional Meeting, Guadalajara, Mexico.
Hirumi, A. (1996, February). Student-Centered, Technology-Rich Learning environments: A cognitive-constructivist approach. Concurrent session held at the Association for Educational Communication and Technology Conference, Indianapolis, Indiana.
Hirumi, A. & Stapleton, C. (in press). Designing InterPLAY Learning Landscapes to Evoke Emotions, Spark the Imagination, and Foster Creative Problem Solving. In A. Hirumi (Ed.). Grounded Designs for Online and Hybrid Learning: Practical Guidelines for Educators and Instructional Designers. Eugene, WA: International Society for Technology in Education.
Hirumi, A., Atkinson, T., Stapleton, C. (2011). Interplay: Evoking Emotions andSparking Imagination through Story, Play and Game. Concurrent Session presented the annual Association for Educational Communication and Technology conference, Jacksonville, FL. Nov. 8-12.
Stapleton, C. & Hirumi, A. (2011). Interplay instructional strategy: Learning by engaging interactive entertainment conventions. In M. Shaughnessy & S. Fulgham (eds). Pedagogical Models: The Discipline of Online Teaching (pp. 183-211). Hauppauge, NY: Nova Science Publishers, Inc.
Critical Thinking Universities
ACFAS on critical thinking (French)
ACFAS publishes an essay/interview with Normand Baillargeon on critical thinking On the French Canadian scientific community association’s website:
« Les vertus épistémiques : l’honnêteté intellectuelle, l’intégrité, la capacité de soumettre à la critique d’autrui ce qu’on avance, une certaine et indispensable méfiance à l’endroit de nos sens et de notre mémoire, la capacité d’envisager des hypothèses autres, la pratique du doute constructif, la reconnaissance du caractère faillible de nos connaissances, et ainsi de suite. »