Hi Christina,
I was wondering if in the classes that you experienced having a “focus on facts and equations without much room for discussion” you discussed applications for any theory you discussed as “fact” and modeled with equations. I very much agree with your statement: “If you’re not taking the time to think through why and how you’re doing things, you’re closing yourself off to opportunities for improvement and progress.” Thank you for sharing your perspective about our class.
Dear Monica,
In your post you wonder: “I’m not sure how one goes beyond critical thinking.” If the creation of a concept and an analysis about an observation is critical thinking, then I suggest that affective computing goes beyond critical thinking, because it takes such concepts and implements analyses to recognize human affect. Thus, for example, technology could notify a teacher about how many students are considered to be bored based on certain criteria, instead of the teacher having to routinely check if people are bored by keeping a critical mind during their teaching. Thus, they could resolve (switch) to unconventional teaching when a lot of their student are bored, experiment and get instant feedback about the outcome of a change in teaching style.
Dear Xin,
Thank you for your posting your view on this topic. While reading the article I was wondering if knowledge is something that we can search outside ourselves. Information is something stored in many different forms and media. I would argue that knowledge is constructed and reconstructed as we make sense of our experiences, because we create and renew our understanding of information. And such a situation calls for lifelong learning, as you discuss in your article, because tools need to change and expertise is a tool that needs to remain relevant in our never-ending problem solving efforts.
