The learner will identify barriers to critical thinking related to internal and external factors after viewing scenarios.

The learner reviews steps in analyzing a process and applies them to a situation in his/her own work or personal life.

In this scenario, learners measure a roof to determine the number of shingles needed to cover it.

Students review the conditions for giving statements of praise in a way that will motivate employees. They then practice writing these kinds of statements.

Students listen to three telephone messages and enter their evaluation of each one. They then read a list of guidelines for leaving effective messages.

Learners read the definitions of an assumption and a fact. They then provide their own examples of each and compare those to the examples provided.

Learners examine how language can interfere with clear communication. They select examples of ambiguity, assuring expressions, doublespeak euphemisms, jargon, emotive content, false implications, meaningless comparisons, and vagueness. In an interactive exercise, learners identify ways to overcome these barriers.

In this interactive object, learners follow six steps for analyzing a process in a manufacturing setting. This activity includes a drag-and-drop exercise and textboxes where learners post their ideas.

Learners watch a commercial for a fictitious product and pose questions to challenge the assumptions made in it.

Pelajar IPTA/IPTS yang mengambil subjek Falsafah dan Isu Semasa

Use the arrow keys to direct the snake towards the type of logical fallacy in the example sentences.

AlAnoud Alsaeed, Maha Alsanawi, Jory Alturki, Reem Alnasser.

Vocabulary game based on advertising topic