[ASQ10_Form_2]
School of Computing
Module Specification Form
Code
Title
School
Credit rating
Aims
AC12003
Argumentation and Computers: Tools for Arguing and Critical Thinking
Computing
Level
Volume
1
20 credits
 To encourage students' critical thinking in both academic and nonacademic life
 to improve student's standards of rational evaluation and critical writing
by exploiting computer-based tools
 to offer students a valuable and effective small-group teaching
environment enriched with sophisticated CBL and online resources
Intended learning Students should
outcomes
 understand the components of an argument, and how those arguments
combine to form positions and theories
 understand what makes a good argument, how to formulate such
arguments, and how to avoid the traps of bad arguments
 be able to analyse and critically assess the arguments of others, and to
evaluate arguments put forward in both academic and popular domains,
using computer-based tools
 be able to formulate more effective written arguments demonstrating
measured, balanced presentation
Indicative
How to identify an argument ...
content
... and analyse its structure diagrammatically using computer software
Standards by which arguments can be evaluated: deductive, inductive, and
others ...
... and the limits of those standards in practice
A brief introduction to fallacies and common examples of bad argument
Looking at larger arguments including
Examples from an online corpus of arguments drawn from parliaments and
the popular press
case studies of ideal argumentation (such as Martin Luther King's Letter
from Birmingham Jail)
Assessment
Coursework (%)
50% Exam (%)
50%
No. & duration of
exam(s)
1
Teaching &
 Initially, the course will also use one hour-long lecture slot each week
learning
for face-to-face interaction, to consolidate work and form a focus. In the
longer run, such material could be recorded for student's independent
study at their own pace.
 The course will also employ hour-long tutorials in small groups (in the
longer run, we would aim to trial peer-group learning in these sessions),
since small-group teaching has been demonstrated to be effective and
popular.
 The course will be built upon computer-based learning (CBL) tools,
including those at a university level (such as Blackboard), those at a
faculty level (such as intranet and WWW resources), and those
developed within the department (particularly Araucaria, a CBL tool
developed by Rowe and Reed and in use in universities around the
world).
 CBL activities will be supported by regular lab sessions, of two hours
per week, staffed by trained tutors.
 Beyond these aspects, the course is designed to encourage the student
to drive their own learning through independent study. Such work will
be required for coursework submission.
 This modules lays foundational, transferable skills for 'graduateness'
that all programmes will be able to draw upon. The content of the

module addresses all of the SCQF Level 7 objectives, including the
understanding and practical components, but also the objectives
corresponding to the learners' development of generic skills in analysis
and communication.
Most conveniently taught in second semester, so that students will have
had an opportunity to familiarise themselves with university IT facilities.
When taught
S2
Modes of
delivery &
student
participation
Pre-requisites of
entry
requirements
Accessibility for
students with
disability
In the first year, the module will adopt a mixture of face-to-face, CBL and
independent study. The design of the module is intended to simplify delivery
as distance learning and CPD beyond the university. Its design similarly
lends itself to part-time study.
None
Students with disabilities are supported on this module through the
University's Disability Support Services and will be given appropriate aid
and guidance consistent with their disability. Please view the following web
resource for further information:
http://www.dundee.ac.uk/disabilitysupport/
Support for students with disabilities in the School of Computing is also
available. Please view the following web resource for further information:
http://www.computing.dundee.ac.uk/staff/awaller/disability.asp
Corequisites
Antirequisites
None (though would form a good complement to Philosophy PI11001 with
an emphasis more on the practical). Where part of that module "aims to
introduce [the student] to, and to help [the student] to develop, the
distinctive and valuable skill of thinking philosophically", the proposed
module here aims to teach students to think critically, and to use computer
software as a tool, well beyond the domain of philosophy alone).
None