التحليل النقدي
دراسة العلاقات الجدلية بين اللغة والخطاب والمجتمع، والسلطة التي تكرسها تلك العلاقات على صعيد الممارسة الاجتماعية
وما تحدثه من تغيرات اجتماعية

• حسن العمري

Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. These techniques help students focus with greater intention, reflect on their existing knowledge versus information they still need to learn, recognize errors in their thinking, and develop practices for effective learning.

• Kabara Chrysand

SOLE is an inquiry-based learning methodology. The SOLE process is designed to foster autonomy and student-
driven learning by creating a collaborative environment that promotes innovation, discovery, and lifelong
apprenticeship. At a post-graduate level of instruction, SOLE can be utilized to apply higher-order thinking skill
(HOTS) such as synthesis, evaluation, analysis, and application.
SOLE is a three-stage process: question, investigate, review. The process provides structure for advance study,
reflection and preparation for in-class , flipped, or online learning exercises. It can be conducted for the duration
an instructor determines appropriate for the topic of investigation. The SOLE process can be conducted in a single
class period or completed by segments over a period of days in-class, online, and individually. Below is a graphic
explaining the process that can be adjusted to fit any schedule, space, and specific circumstance.

• Asma Alshahrani

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Questions connected with the regulation of one's own cognitive processes attract increasing numbers of researchers in psychology, as evidenced by the several different models of self-regulation that have been developed over the past two decades. The aim of this article was to present and compare the latest models of self-regulated learning (SRL), including those by Boekaerts, Borkowski, Pintrich, Winne and Zimmerman. The models were compared on four criteria (i.e. background theories, definitions of SRL, components included in the models and empirical work). The results show that theoretical background is an important differentiating feature. The two models that resembled each other more than any other two models (i.e. Pintrich and Zimmerman) were inspired by the same background theory (i.e. social cognitive theory). On the other hand, the models that differed most from the other models (i.e. Borkowski and Winne) were also theoretically the farthest removed ones.

• Ebtehal Alghamdi

Intrinsic motivation can be defined as the student’s personal desire to study because of the love of learning or subjects not for other extrinsic motivations.

How to encourage the intrinsic motivation

•Concentrate on understanding rather than scores
•Make the material related to their lives
•Be aware of students interests
•Use gamification in your classes
•Share your positive feeling and attitude toward the subject with your students
•Give each student a chance to participate and give positive feedback
•Use the sense of mystery to encourage students think and achieve
•Give students confidence and trust
•Use puzzles and problem solving




https://www.waterford.org/education/how-to-motivate-students/

https://www.opencolleges.edu.au/informed/features/intrinsic-motivation/

• Nora Al Zahrani

Great talke

• Ebtehal Alghamdi

CRITICAL ANALYSIS

Description: Who? What? Where? When?

Analysis: How? Why?

Evaluation: So What? What If? What Next?

As shown in the diagram, description and simple analysis must precede evaluation, which is where critical analysis lies. With your evaluative skills you must be able to ask yourself what all the description and analysis actually means, what it says about the author or topic and what its implications are.

Critical analysis is associated with a deep approach to your learning, which means that you relate new knowledge to what you already know. It also requires the examination of theoretical concepts and ideas; comparing and contrasting issues and perspectives to challenge your own understandings and to speculate and seek out implications. Furthermore, you must be able to distinguish between what is evidence and what is an argument. This involves questioning assumptions, recognising generalisations, and identifying bias in what you see, read and hear. Thinking critically helps you to uncover links across large and diverse bodies of knowledge enabling you to synthesise your own informed ideas.

Questions to ask when critically analysing information

What do I already know?
What do I need to work out?
Is this fact or opinion?
What evidence do they use to back their claim?
What are the stated and unstated assumptions in this information?
Are there other ways we can think about this?
Is it convincing and relevant?

reference

https://www.uow.edu.au/student/learning-co-op/assessments/critical-analysis/

• Nora Al Zahrani

Great talke

• Ebtehal Alghamdi