Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper outlines (...) the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. (shrink)

Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.

Chapter The Need for a Theory of Argument Structure. THE STANDARD APPROACH The approach to argument diagramming which we call standard was originated, ...

Learning to argue in a computer-mediated and structured fashion is investigated in this research. A study was conducted to compare dyads that were scripted in their computer-mediated collaboration with dyads that were not scripted. A process analysis of the chats of the dyads showed that the scripted experimental group used significantly more words, engaged in significantly more broadening and deepening of the discussion, and appeared to engage in more critical and objective argumentation than the non-scripted control group.

In writing this book I have received a considerable variety of assistance, which I am glad to acknowledge.

In writing this book I have received a considerable variety of assistance, which I am glad to acknowledge.

: Computer-mediated environments provide an arena for learning to argue. We investigate to what extent student dyads’ online argumentation can be facilitated with collaboration scripts that prompt learners to prepare individually, create conflict, and encourage productive collaboration and argumentation. A process analysis of the chats of the dyads showed that the scripted treatment group used significantly more words and broadened and deepened their discussions significantly more than the unscripted group. Qualitative analysis indicates that scripted learners engaged in more critical and (...) objective argumentation than non-scripted learners. (shrink)