Embedding Critical Thinking Pedagogy through Learning Object Design

In this article, we describe our project involving development of learning objects designed specifically to teach critical thinking in a variety of digital learning environments. The project is part of our on-going efforts to address arguments that such embedded critical thinking (CT) should play a central role within the ecology of 21st Century e-learning environments. The proposed design takes account of the Type I & II [20] characterization of more advanced learning objects that support active learning,better involve students in how things happen, provide an extensive range of acceptable responses, involve creative tasks and require extended periods of time to complete. The pair of projects described here involves developing 12 modular learning objects and supporting videos that address these worthwhile design characteristics and in addition embed the Canadian-based Critical Thinking Consortium’s (TC)2 pedagogy of critical thinking. This is accomplished through our proposed Type III design by providing opportunities to engage in critical inquiry about content knowledge, involve students in critical dialogue, and encouraging critical reflection. In addition, the strategies offer the means for teaching other “tools for thought” such as the use of criteria for judgment, habits of mind, and thinking concepts such as attributing causal connections, drawing warranted inferences from statistical data, and interpreting images. We use the first two learning objects, The UShape Discussion and The Image Challenger as examples to illustrate use of the objects.