Designing Learning Experiences to Encourage Development of Critical Thinking Skills

Abstract

Today, various actors are exploiting and misusing online social media to spread disinformation and to create false narratives. This paper summarizes an education and training approach targeted to help people think more critically about potential disinformation. The approach we outline emphasizes the development and maturation of general critical-thinking skills, in contrast to technical skills (e.g., social network analysis). However, it also offers opportunity to apply these skills in a scaffolded, adaptive environment that supports the learner in putting concepts into use. The approach draws on the situated-learning paradigm to support skill development and reflects empirically-based best practices for pedagogy for critical thinking. This analysis and review provides context to inform the design of a learning environment to enable targeted practice of critical thinking skills. The paper outlines the high-level design, describes several specific “experiential lessons” and overviews a few technical challenges that remain to be overcome to make the training feasible for wide-scale use.