Complete outline for materials

OERu 2012 / 2013 Prototype Design and Development Project

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Key points

A wiki does not have a native hierarchical structure, it is a "flat" technology - we must create structure, but this provides tremendous flexibility, but can be a source of confusion for both learner and content developer. Hence the need to think about structure early in the process. It is possible to stitch together individual wiki pages into any structure or sequence. Each individual wiki page should ideally not be more than what can reasonably be displayed on a screen without too much scrolling. Remember we want to integrate and reuse the materials in different technologies, eg print and LMSs and contexts, eg. different courses or localisations for different countries. Modular design enables better reuse alternatives Start with a high level content outline then focus on individual sub-sections. When working at the sub-section level for a wiki tutorial or resource, we have found that it is best not to incorporate more than two hierarchical levels.

High level structure

1. Critical reasoning course
   • Course purpose
     • Course outcomes
2. Unit 1: Introducing critical reasoning
   • Unit outcomes
     • What is critical reasoning?
       • Becoming a more critical thinker
       • Developing critical reasoning competence
3. Unit 2: Identifying obstacles to clear thinking
   • Unit outcomes
     • What are the most common challenges to critical thinking?
       • Preconceived ideas
       • Common fallacies
4. Unit 3: Analysing arguments
   • Unit outcomes
     • What are arguments and how are they constructed?
       • What is an argument?
       • Analysing arguments
5. Unit 4: Evaluating arguments
   • Unit outcomes
     • What are the most common forms of arguments?
       • Definitions, counter examples and counter arguments
       • Types of arguments
6. Unit 5: Constructing and reflecting on arguments in different kinds of writing
   • Unit outcomes
     • How are arguments used in written texts?
       • What are the most common kinds of writing?
       • What are the most common elements of argumentative essays?
7. Unit 6: (Optional)Preparing for formal accreditation with Unisa
   • Unit outcomes
     • How can my work be formally recognised in a Unisa programme?
       • Preparing a portfolio
       • Preparing for a challenge examination
         

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Critical reasoning course	Commentary, notes and ideas
Course overview and introductory activity: 1 hour Course purpose Course outcomes Personal reflection on learning needs	Provide course purpose statement and outcomes Students register for forum Students develop and share a 100-word blog based on an experience of poor reasoning Students comment on blogs of two other students
Unit 1: Introducing critical reasoning: 10 hours What is critical reasoning? Becoming a more critical thinker Developing critical reasoning competence	Warm-up activity: 4 text-based questions and engagement with Youtube video "New Boy"; write down own thoughts; compare with others; compare with feedback Engage with provided Unisa notes and appropriate open access/open educational resources Develop and share a personal understanding of critical reasoning in the form of an extended definition with embedded examples Provide feedback on the ideas of two other students and refine own definition
Unit 2: Identifying obstacles to clear thinking: 20 hours Preconceived ideas: social conditioning, labelling, stereotypes Common fallacies: distraction, emotion, structure	Provide examples of common preconceived ideas and common fallacies Students find own examples Students prepare and share a PP or Prezzy summary
Unit 3: Analysing arguments: 25 hours Historical thinkers What is an argument? How are arguments typically structured?	Warm-up activity Engage with appropriate open access/open educational resources Complete activities to answer the following questions: What is an argument? What is a statement? What are premises and conclusions? How can arguments be structured? How can arguments be analysed? Complete a consolidating activity; share responses; comment on others' responses.
Unit 4: Evaluating arguments: 25 hours Definitions, counter examples and counter arguments Types of arguments: empirical, value, deductive, inductive	Warm-up activity, sharing responses. commenting Engage with appropriate open access/ open educational resources Complete self-evaluation activities Complete, share and comment on consolidating activity
Unit 5: Constructing and reflecting on arguments in different kinds of writing: 20 hours Kinds of writing: descriptive, comparative, narrative, argumentative Constructing argumentative essays	Warm-up activity, sharing responses, commenting Engage with appropriate open access/ open educational resources Develop a glossary Group construction of argumentative essay by wiki Individual construction and posting of an argumentative essay Provide feedback on the essays of two other students using a rubric
Unit 6: (Optional)Preparing for formal recognition in a Unisa programme: 20 hours Why bother? Preparing a portfolio of work to date Preparing for a challenge assessment	Provide possible reasons for seeking formal accreditation and link to Unisa RPL policy Provide notes and guidelines for preparation of a portfolio of work completed to date Provide examples and memos for past papers and guidelines for registration

Enter Section heading here (repeat as necessary)

Sub-section and concepts	Commentary, notes and ideas
Subsection 1 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 2 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 3 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here