IDE656 – Computers as Critical Thinking Tools

Peer Feedback Forms

Project Title: Website Design & Portfolio Development

Computer tool used: Intentional Search Presentation, Interpretation and Knowledge Construction Mind tools

Project Author: Erin Cunia

Comments and Feedback

What is the student suppose to be learning during this lesson?

The Gagne and Briggs Format: Situation, Learned Capability, Object, Action, Tools and Other Constraints.

  • Using the internet as a resource, research website design elements and techniques. (nb: Be sure to properly cite the sources you use.)
  • Using effective website design elements and techniques, design and develop a website that presents research material.
  • Create a website that consists of at least 6 pages. One page should clearly document your search strategy(s).
  • Determine how the website should be structured and what information should be included.

What types of critical thinking are students involved in during the various activities with in this lesson?

Activity / Type of Critical Thinking
Review basic html code, how to create a search string, etc. / Build on prior knowledge, construct their own meaning
Provide rubric for completed intentional search and presentation
Provide portfolio checklist / Helps the learner visualize where they are going, and what they are to achieve
Instruct learner to create the intentional search web site. Use grading rubric to assess performance. / Creating their own tool allows the learner to establish their own meaning and better understand the product.

What suggestions do you have to enhance this project?

Use of the tool … (think about ... Is this the best tool to help meet the objectives? Is the tool being used appropriately to promote critical thinking during learning? Would other computer tools be more effective … how and why?)

An Intentional Search is an Interpretation Mindtool. When used in combination with a Presentation, Knowledge Construction Mindtool, the learner can search for information, organize and develop a structure for presenting the information, and design an effective presentation.

In Erin’s own words (above) she demonstrates the value in the choice she’s made for not one, but two mindtools, a PowerPoint to instruct the learners and a social navigation site to guide them. As Erin points out, the combination of these two tools allows this Master’s Level Audience to learn about, think about and organize their own electronic portfolio every step of the way.

Due to the nature of the learning, number crunching and massive data organization/visual representation do not seem ideal here; therefore I believe Erin has chosen the best combination of tools for her instructional purposes.

The only suggestion I have, should Erin desire to go more in depth with the technology, is to use a concept map to get a visual representation of the organization the learner will need in order to develop the e-portfolio. This would further the learner’s critical thinking, in that it would force them outline their materials and naming conventions in a way that shows how they relate to one another and ultimately provide the learner with a more comprehensive (visual map) example of the learning they’ve synthesized as an IDD&E’er.

Enhancing critical thinking and learning …. (think about .. Are the activities with these tools engaging students in critical thinking? ... What other types of activities might be more effective?)

You have here Erin, a comprehensive and ultra-valuable lesson for IDD&E grad students. I see no glaring mistakes or missing elements, your lesson plan is very thorough. As far as offering suggestions to help you further the critical thinking, I have one.

One thing worth critically pondering for a grad student is, why in the first place do I want to take the time to create this web-based portfolio---especially if I am not computer savvy with which to begin?

You may want to, in the Gaining Attention section of the lesson, get the learners to critically examine why this lesson is important for them to master. Perhaps you could get feedback from the core faculty on previous portfolios (no names given of course, even to you) or perhaps even from previous grads that demonstrate positive praise and acceptance form the faculty; and at the other end of the spectrum, examples of work that was constructively criticized and needed to be redone. I’d guess that those portfolios created like yours, will be the stellar exemplars, and this lesson will certainly get the attention of those who might be thinking, “Oh, I can do this my own way. I’ll just gather up the work that’s already been completed and put it in a folder.”

This quick demonstration can be completed in a matter of ten minutes, and the group could brainstorm ideas as a large group with you recording answers on a chart or board, for predicting why completing a web-based portfolio will be to their advantage.

The activity will engage them and the summary will get them invested.

Other ideas and suggestions …

As a graduating IDD&E student, may I thank you and say, I LOVE the portfolio checklist!

Great Evaluation Rubric!

Patent this idea; send a general concept version out to other academic institutions; make a fortune!...or as Phil would say, “become rich and famous.”

IDE 656 Peer Feedback Su05IDE656_peer_feedback_su051

Prepared by Tiffany Squires14-Jun-05