In this paper, we consider an approach to developing critically thoughtful e-Learning communities of practice — where participants are deliberate about the use of specific intellectual tools supporting critical thinking. We address Garrison & Anderson’s (2003) argument that such critical thinking should play a central role within the ecology of e-Learning communities and provide our view of what such communities might look like. To do this, we offer four categories of strategies helping to develop such communities—collaborative agreement on goals; facilitator(s) modeling and teaching the tools supporting critical thinking; and shaping communicative interactions within the e-Learning environment to encourage thinking. We provide examples from a current study involving 36 kindergartens to grade 12 teachers’ blended use of information and communication technologies (ICT) and face-to-face sessions to illustrate our view.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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