We enter Module 6! I have done the best I could with the expertise I possess.The movie is complete and I have attached the sources I used.

Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal Of Educators Online, 6(1)

Critical thinking is a highly desirable goal of online higher education courses. This article presents qualitative data from a mixed-method study that explores how asynchronous discussions within online courses influence critical thinking among students. In this study, online discussions were related to higher levels of critical thinking, but qualitative data indicate that the way discussions are used and facilitated is vital for encouraging critical thinking. Online discussions typically have the purpose of creating a space and time for informal, open-ended thinking to occur. Critical thinking appears to be best encouraged among students when a more consistent emphasis is placed on the discussions, and when instructor facilitation is less frequent but more purposeful. (Contains 2 tables.)

Chen, C., & She, H. (2012). The Impact of Recurrent On-line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change. Journal Of Educational Technology & Society, 15(1), 197-210. This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N=76) were recruited to receive conventional instruction whereas the experimental group (N=74) received the Recurrent On-Line Synchronous Scientific Argumentation program for about 25 physical science class periods of 45 minutes each, which is about one third of the physical science class periods in a semester. Results indicate that the experimental group significantly outperformed the conventional group on the post-Physical Science Conception Test and the Physical Science Dependent Argumentation Test. The quantity and quality of scientific arguments that the experimental group's students generated, in a series of pre- and post-argumentation questions, all improved across the seven topics. In addition, the experimental group's students successfully constructed more correct conceptions from pre- to post-argumentation questions across the seven topics. This clearly demonstrates that the experimental group's students' argumentation ability and conceptual change were both facilitated through receiving the Recurrent On-Line Synchronous Scientific Argumentation program. [ABSTRACT FROM AUTHOR]

Chiu, Y. (2009). Facilitating Asian students' critical thinking in online discussions. British Journal Of Educational Technology, 40(1), 42-57. doi:10.1111/j.1467-8535.2008.00898.x

The purpose of the study reported here is to illustrate how an approach based on a culturally appropriate ‘shepherd metaphor’ has helped Asian students to cross cultural boundaries and to engage in critical thinking online. Asian students are under different levels of influence from the Confucian Heritage Culture, which cultivates students to revere authority, maintain harmony and avoid conflicts in public. This has a significant impact on Asian students' cultural readiness to verbalise critical thinking. This paper partially reports research undertaken in a large English as a Foreign Language reading class in Taiwan, in which ‘shepherd leadership’ was practised. Shepherd leadership involves knowing students individually, offering cognitive modelling, exercising leadership and discipleship, encouraging student leadership and calling on silent students personally to get them to participate. This approach, concentrating on Asian students' affective needs, cognitive modelling, passing leadership to students and reaching out to silent ones, was found effective. [ABSTRACT FROM AUTHOR]

Pisutova-Gerber, K., & Malovicova, J. (2009). Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context. International Review Of Research In Open And Distance Learning, 10(1),

This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The authors used Garrison's four stage cognitive processing categories to analyze some of the online discussions in the program. The two higher order critical thinking categories--integration and solution--appeared in student discussions only when prompted by specific instructional techniques. (Contains 3 tables.)

Maurino, P. (2006). Looking for Critical Thinking in Online Threaded Discussions. E-Journal Of Instructional Science And Technology, 9(2),

Threaded discussion forums have been a popular topic for the past few years in distance education research and studied as a factor in student participation, satisfaction, learning outcomes, social presence and interaction. Only recently has it been considered as a potential vehicle for the development of critical thinking skills and deep learning. Thirty-seven current studies on critical inquiry, deep learning, presence and interaction in distance education were synthesized. The studies were compared for findings about participation quality, participation quantity, critical thinking skills and deep learning, and recommendations. The synthesis revealed that current literature touts the potential for development of deep learning and critical thinking skills through online threaded discussions. For the most part, however, research does not show this happening at a high level or to any great extent. Confounding the issue is the fact that current research is predominated by examination of education and graduate level online classes and is mainly focused on student perceptions and outcomes. This is at odds with the profile of today's "typical" distance education student. The need for more instructor involvement and effort is indicated in much of the research, but bulk of the research has focused on students and not teachers. (Contains 1 table.)

Muirhead, R. (2007). E-learning: Is This Teaching at Students or Teaching With Students?. Nursing Forum, 42(4), 178-184. doi:10.1111/j.1744-6198.2007.00085.x The development of e-learning as a teaching strategy in higher education has implications relating to student learning, the role of the teacher, and the institution of higher education. This paper debates the andragogical and pedagogical theories that support the development of e-learning to date. Leading to a discussion on how the process of e-learning may be contributing to the “stamp-me-smart” culture and restricting the development of critical thinking within student nurses. Concluding that e-learning has a top-down institution-led development that is contrary to the student-led development espoused by universities. [ABSTRACT

Neo, M. M. (2003). Developing a collaborative learning environment using a web-based design. Journal Of Computer Assisted Learning, 19(4), 462. doi:10.1046/j.0266-4909.2003.00050.x

Today, technology is being used to support teachers in designing interesting and stimulating learning environments for students. In this paper, a web-based design project is used to create a collaborative learning environment with the aim of inculcating collaborative skills into the learners and increasing their problem-solving and critical thinking skills. The design project was created using multimedia tools such as Dreamweaver and Adobe-Photoshop. Students worked in groups and were actively responsible for their own learning processes. Results showed that students engaged in collaborative learning enhanced their problem-solving and critical thinking skills, learned to work in a team and became more autonomous learners. [ABSTRACT FROM AUTHOR]

      This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions of beginning online teachers reveals that most accept the notion that putting one's lecture notes online produces effective learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power differential. This, in turn, has major implications for faculty and course development, student selection criteria, the cost of instruction, and the outcomes of education. Effective online teaching focuses on processes of learning rather than outcomes, and is consistent with modern principles of learning that emphasize focusing on issues of high interest to learners, teaching students to use skills of active and effective learning, providing prompt feedback, and enabling students to establish learning goals and employ alternative paths to achieving those goals. Multiple ways of operationalizing these goals online are presented. Tips are offered concerning selection of students who are capable of benefiting from the online experience, developing curriculum that is user-friendly, using resources that stimulate good writing and critical thinking, and limiting class size to a manageable number.

This is just a list of the sources and their abstract, I have not finished the annotated bibliography yet...My storyboard is also completed finally.

Scene Time	Time	Description of scene	Script	source
	8	Opening Honolulu Convention Center	Awake	Katy Perry
Video clip sec		Sky & Zach getting bike	Awake playing	Katy Perry
	8	Sponsor for convention	Welcome to the first Walden Critical Thinking Conference in Honolulu Oahu. Our sponsor is Partnership for 21st Century skills.
	15.2	Introducing the purpose of our convention	Their Above and Beyond concept on Teaching and Learning include the four C’s: Communication, Collaboration, Critical Thinking, and Creativity. Today we will present seven well-known professionals in the field of critical thinking.
	4.5		Our first speaker on Critical Thinking is Doctor Timothy Powell. Dr. Powell is a professor at Walden University, teaching Principles of Distance Education with a focus on engaging critical thinking in learners across distance.
	12		Author of High Tech Marketing Machine. Dr. Powell uses his expert knowledge in the business arena to develop higher levels of critical thinking skills in students taking distance-learning courses. He will share how technology can enhance critical thinking across disciplines.
	17		Our next speakers are Drs. Richard Paul and Linda Elder. They are leaders of the Center for Critical Thinking at Sonoma State University, CA. They define critical thinking as: “Critical thinking is thinking about your thinking, while you’re thinking, in order to make your thinking better.”
			Joint authors of Critical Thinking. They will be showing you how to take your thinking apart by improving all three components of thinking: analysis, evaluation, and rethinking. Then, through brain-on exercises, you will discover and improve new thinking skills that will soon become second nature.	Paul, R., & Elder, L., (2002). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Upper Saddle River, New Jersey; Prentice Hall.
	4.7	Fourth Speaker Gerald Nosich	Our 4th speaker is Dr. Gerald Nosich, a Professor at the University of New Orleans and a frequent speaker at critical thinking seminars.   “He believes that…the only way for students to master content in any course is to think their way through it. And the only way to effectively control their own lives and choices is by learning to think more critically about them.”
		Book: Learning to Think things through	Author of Learning To Think Things Through: A guide to Critical Thinking Across the Curriculum. Nosich will be sharing Richard Paul’s model of critical thinking: 1)   Elements of Reasoning 2)   Standards of Critical thinking	Nosich, G. (2001). Learning how  to Think Things Through. Uppers Saddle River, New Jersey; Prentice Hall.
			Dr. Stephen Brookfield is our fifth speaker from the University of St. Thomas, Minneapolis, MN.  He will be sharing his rationale for critical thinking: “The ability to think critically about one’s assumptions, beliefs, and actions is a survival necessity.”
			Author of Teaching for Critical Thinking, Brookfield explains how to enhance attention span, encourage reading, and develop higher critical thinking skills. He will share his six elements necessary for teaching critical thinking.
			Carol Mac Knight, our final speaker from the University of Massachusetts. She is well-known for her work on interface design and evaluation, managing technology resources, and electronic publishing. Her goal is to help students develop higher analytical reading and thus be able to create new knowledge.
			Teaching Critical Thinking Through Online Discussions, Published in Web Higher Education, is specifically written for teaching staff seeking to foster critical thinking among students using Web communication tools. “Students need to develop and apply critical thinking skills to their studies, to the complex problems they will face in the future in order to compete and survive…”	Johnson, D., &Maddux, D. (2002). Web Higher  Education: Assessing the Impact and Fulfilling the Potential. Binghamton, New York; Haworth Press.
	10s		Richard Paul’s Wheel of Critical Thinking presents the elements of thoughts. They are: Purpose of thinking, question at issue, evidence, inferences and interpretations, concepts, assumptions, implications and consequences and finally points of view.
	5s		Purpose of thinking: Why examine the issue?
Boys playing in the ocean clip	56s		Question at Issue: The question at hand is teaching online critical thinking skills. Evidence from research indicates that experiences motivate the thinking process to incorporate a deeper level of thinking when faced with a problem.
			1)   That critical thinking is best experienced as a social learning process, 2)   That it is important for teachers to model the process for students 3)   That critical thinking is best understood when grounded in very specific events or experiences 4)   That some of the most effective triggers to critical thinking are having to deal with an unexpected event (or disorienting dilemma, as it is sometimes called) and 5)   That learning critical thinking needs to be incrementally sequenced.  Students like to learn to apply the process to relatively impersonal situations or data and then, slowly over time, bring the process to bear more and more on their own direct thinking.
			6)   Researchers indicate that Critical Thinkers Routinely apply intellectual standards  when solving  dilemmas. The standards must be applied to the elements as we learn to develop intellectual traits. The next scenes show how Clarity, point of view, and information, evolve into intellectual courage.
Zach learning how to ride a bike	38		7)   Meet Zach. He is learning how to ride a bicycle without training wheels for the first time. He is nervous, quiet, and observant. Using his critical thinking skills he is determined to figure out how to stay up with the rest of the group as he masters the challenge in front of him.  Similar to Zach, distant learners undertake the task of using critical thinking skills to master the discussion format and assignments. Traditionally quiet students must venture out, and voice their thoughts. Participation in group discussions has been determined to be the key to promoting higher level critical thinking in distant learners. Finding solutions and integrating the knowledge when engaged in social discussions, triggers the higher-level critical thinking faculty seeks in all students.
Zach speeding along	28	.	And he’s off!  Zach has figured out how to maintain balance while pedaling faster to keep up with the group. His active engagement in the activity, modeling the riders in front of him, and persevering when the road gets bumpy, helps him master bicycling. Left by himself, Zach may have given up the bicycle, but with the group, he persevered. Much like the online/distant learner, each must take it upon his or her self to seek higher levels of critical thinking. Motivation to achieve higher-level critical thinking must come from within the learner, thus a less instructor involvement and a higher student interaction is necessary
Critcal thinking  man			So, Welcome once again to our Critical thinking conference! Please join us in an exciting adventure into critical thinking on a new level.