A case study of applying critical thinking in teaching and learning computer visualization and communication

This paper describes how critical thinking can be applied in teaching computer visualization and communication in higher education. Unlike the attractive rendered images, learning computer visualization and communication is a very demanding and sometimes tedious process. The learners have to go through some time-consuming and rigorous training. It is evident that programs at university level cannot provide all the training that the students may need later in their career. Furthermore, such practice also undermines the core concept of higher education which is to educate people to become independent thinkers. Therefore, it is critical for educators to not only teach the latest technology, but also provide students with tools that they can utilize to acquire knowledge themselves. Critical thinking is believed to be one essential skill that helps the students to become independent thinkers. In recent years, educators have become more interested in teaching “thinking skills” instead of teaching content or information. This paper seeks to provide a logical inquiry system helping the students to develop critical thinking and self-teaching skills while learning computer visualization and communication.