Critical Thinking Google Industries and Markets Information Technology
A note about ChatGPT
Olivier Charbonneau 2023-02-10
(The gist: don’t panic but engage actively with this topic. Always remember that your friendly subject librarian is there to discuss – we even have a helpful guide about ChatGPT: https://library.concordia.ca/apps/things/thing.html?thingID=22032 )
Chatbots, abundant intelligence (AI) and other algorithms have impacted librarianship since I’ve started working at Concordia 20 years ago. I remember a time of card catalogues, microfilm and the smell of toner. During my tenure, I’ve seen the emergence of Google, Wikipedia, iPhones, social media’s echo chambers & fake news, open access, open data, open sesame (that was an Alibaba joke), and so many pictures of kittens… which is to say, the only thing to fear is fear itself: don’t be a tool for AI, understand how to use it so it doesn’t own you. I’ve started using this logic in my lectures to business undergrads this semester: “if you use the top 10 hits in Google for your paper, you’re already obsolete because an algorithm is cheaper and more powerful than you.” Job prospects are a great motivating factor for JMSB students!
I’ve always had a knack to keep the attention of students. This time, they were begging me to help them avoid plagiarism and develop searching and analytical skills a librarian can provide. This builds on the knowledge provided by your disciplinary knowledge. The next decade will be as fascinating as it will be exciting. I am confident I will see libraries into the next Millenia. I’m not so sure about the contemporary form of Universities, though.
I like to remind myself that Socrates had a gripe against the written word. Quill, ink and parchment were a disruptive technology after all, and they feared that it would eliminate the skills required for societal discourse. Ditto for church leaders and that pesky invention called the movable type… And yet, here we are. Universities are a rather “recent” institution (at 1000+ years), compared to libraries (3000+ years), archives (at an impressive 5000-8000+ years) and cities… which archeologists point out existed well before the existence of (“big H”) Western style History (you know, the kind which uses traces and other records).
I would like to venture two hypothesis that ChatGPT brings to light with regards to teaching and learning in Universities. First, that the lecture (of the synchronous, on-site or online, “butts in seats” or “faces on screen” and “prof in front” kind) is quickly becoming a superfluous and an oddly conspicuously anachronistic use of everyone’s time. Second, that the standard academic paper, which is the echo of the lecture, really, is following suit.
What are we to do, then? Simple. The rhetoric about experiential and blended learning and other trends of teaching and learning are pointing the way forward. Oh, and open education too. (ok, ok, preaching for my parish, I know, but really, the only people who have harder knuckles than librarians are, well, archivists, having survived power struggles and the occasional fire for millennia, so you should probably see through my trauma & bias and listen).
I have spent the past decade studying how to lead artistic and cultural organisations through what highly priced consultants call digital transformation (pro tip: write a good copyright license for a simple technological community tool and you will transform for the better). I sense that we are overdue for a very serious conversation about how we all collaborate (within departments, between Universities, etc.) as well as what we consider valuable use of everyone’s time. Having a small army of humans draft papers that are essentially thrown away seems like rather wasteful, particularly given that we now have technological and legal methods to capture micro-contributions to build stunning knowledge objects. We also need to talk about who owns the ideas we generate and the methods or means we have to make them available. Let’s remember we owe that to those who pay for our nice buildings and pensions.
If we don’t discuss, it won’t be long that most of us (not I!) will be left in the dust by a abundant intelligence (AI).
This essay was inspired by the conversations provided during Concordia’s Digital Skill Share Days Conference, an on-campus level up activity for staff and faculty (Feb 9-10 2023) of which I am a member of the organizing committee.
These words were written by my hand directly on a keyboard, on this website. (reposted from my Faculty Union’s private forum)
Critical Thinking Publishing Reference
What are primary sources in business?
Olivier Charbonneau 2020-10-07
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
Olivier Charbonneau 2013-11-15
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
Olivier Charbonneau 2013-10-07
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.
Critical Thinking Librarianship
Resources from HLWiki on critical thinking
Olivier Charbonneau 2013-08-28
The HLWiki site, supported by health librarians in Canada, offers a page on critical thinking as well as Critical Pedagogy and library instruction. Both contain references and tons of resources.
Edward de Bono on “Lateral Thinking” “thinking as a skill” and “six thinking hats”
Olivier Charbonneau 2013-08-28
Edward de Bono has written dozens of books on the thinking process. He came up with the “lateral thinking” meme and even hosted a series of TV shows on the BBC in the 1980 on the subject. Many of his lectures are available on YouTube.
An interesting website: Effective Thinking’s online learning resource with a summary of strategies.
Critical Thinking Inspiration
Is Google knowledge? (PBS IdeaChannel)
Olivier Charbonneau 2013-08-23
Concordia University Critical Thinking Gamification Information literacy
Experiential Learning and the InterPLAY Model from prof. Hirumi
Olivier Charbonneau 2013-04-09
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 Inspiration
My information diet
Olivier Charbonneau 2012-12-13
I’ve just compiled my information diet on y other blog CultureLibre.ca.
I hppe I have a balanced information diet or no information bubbles…
Critical Thinking Universities
ACFAS on critical thinking (French)
Olivier Charbonneau 2012-11-28
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. »