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  • In this paper, we study how to teach critical thinking at the digital era, in order to promote practitioners autonomy. A theory of interactions is proposed to identify constraints that structure digital creativity. This model helps to design a critical pedagogy, by connecting without opposing a procedural approach to a reflexive one. The paper presents an implementation of this model into a course about writing on a social network. The study of activity diaries of students shows presence of objectivity forms and reflexivity forms, which reflects the development of a critical thinking. This approach offers a way to develop critical thinking not from outside, in a course of argumentation or media analysis, but within the practice itself, in order to become aware of how interfaces structure our expression and thought. (xsd:string)
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  • 2018 (xsd:gyear)
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  • 2018 (xsd:gyear)
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  • en (xsd:string)
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  • 1775-352X ()
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  • 2 (xsd:string)
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  • How critical thinking should be at the heart of digital interactions? (xsd:string)
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  • In: ESSACHESS - Journal for Communication Studies, 11, 2018, 2, 85-105 (xsd:string)
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  • urn:nbn:de:0168-ssoar-61743-8 ()
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  • 11 (xsd:string)