Date post: | 20-Jan-2015 |
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H A C K
Tuesday, April 16, 13
Hacking the Learner Experience
Brian Mathews, Virginia TechLauren Pressley, WFU, Virginia Tech
Andy Burkhardt, Champlain College#ACRL2013
techniques & strategies for connecting with your instructional ecosystem
Tuesday, April 16, 13
Tuesday, April 16, 13
“The word “hacker” has an unfairly negative connotation from being portrayed in the media as people who break into computers. In reality, hacking just means testing the boundaries of what can be done. Like most things, it can be used for good or bad, but the vast majority of hackers I’ve met tend to be idealistic people who want to have a positive impact on the world.”
Mark ZuckerburgFacebook
Tuesday, April 16, 13
Tuesday, April 16, 13
“I feel like there are all these opportunities in the world to use technology to make people’s lives better. At Google we’re attacking maybe 0.1 percent of that space. And all the tech companies combined are only at like 1 percent. That means there’s 99 percent virgin territory.”
Larry PageGoogle
Tuesday, April 16, 13
LEARNER EXPERIENCEBrian Mathews @brianmathews
Tuesday, April 16, 13
ADVISOR’S INSIGHTS
Tuesday, April 16, 13
WRITING ACROSS DISCIPLINES
Tuesday, April 16, 13
#ACRL2013 #hack
“A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress.”
Jan MeyerTuesday, April 16, 13
#ACRL2013 #hack
TRANSFORMATIVE
IRREVERSIBLE
INTEGRATIVE
BOUNDED
TROUBLESOME
Tuesday, April 16, 13
#ACRL2013 #hack
PHYSICS = heat transfer
MATHEMATICS = limit
CULTURAL STUDIES = signification
LITERATURE = deconstruction
ECONOMICS = opportunity cost
PHILOSOPHY = personhood
Tuesday, April 16, 13
Courtesy of Char BoothTuesday, April 16, 13
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Tuesday, April 16, 13
What we teachWhen we teachHow we teach
What we can stopWhat we need to start
Who else we need to work with
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Tuesday, April 16, 13
LEARNER TAXONOMIESLauren Pressley @laurenpressley
Tuesday, April 16, 13
TAXONOMYTuesday, April 16, 13
a standardized categorization
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BLOOMTuesday, April 16, 13
Benjamin Bloom
1956
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Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
“A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.”
Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”
Tuesday, April 16, 13
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
Tuesday, April 16, 13
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Re
vised
Tuesday, April 16, 13
Tuesday, April 16, 13
what’s our goal?
Tuesday, April 16, 13
identify duplicatelocate identifyapply practiceselect compare
plan construct judge select
Tuesday, April 16, 13
identify duplicatelocate identifyapply practiceselect compare
plan construct judge select
Tuesday, April 16, 13
PERRYTuesday, April 16, 13
William G. Perry, Jr.
1968
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first yearTuesday, April 16, 13
first year
dualism
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second yearTuesday, April 16, 13
second year
contextual relativism
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third yearTuesday, April 16, 13
third year
contextual relativism
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fourth yearTuesday, April 16, 13
commitment within contextual relativism
fourth yearTuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
KOLBTuesday, April 16, 13
”Learning is an holistic process of adaptation to the world.”
David A. Kolb (1984) in
“Experiential Learning”
Tuesday, April 16, 13
”Learning is an holistic process of adaptation to the world.”
David A. Kolb (1984) in
“Experiential Learning”
Tuesday, April 16, 13
”Learning is an holistic process of adaptation to the world.”
David A. Kolb (1984) in
“Experiential Learning”
Tuesday, April 16, 13
”Learning is an holistic process of adaptation to the world.”
David A. Kolb (1984) in
“Experiential Learning”
Tuesday, April 16, 13
Tuesday, April 16, 13
do
plan observe
think
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Tuesday, April 16, 13
Assimilators prefer to be presented with sound logical theories to consider.
Tuesday, April 16, 13
Assimilators prefer to be presented with sound logical theories to consider.Convergers want to be provided with practical applications of concepts and theories.
Tuesday, April 16, 13
Assimilators prefer to be presented with sound logical theories to consider.Convergers want to be provided with practical applications of concepts and theories.Accomodators prefer to have “hands on” experiences.
Tuesday, April 16, 13
Assimilators prefer to be presented with sound logical theories to consider.Convergers want to be provided with practical applications of concepts and theories.Accomodators prefer to have “hands on” experiences.Divergers want to be allowed to observe and collect a wide range of information.
Tuesday, April 16, 13
UNDERSTANDINGTuesday, April 16, 13
Tuesday, April 16, 13
INQUIRY BASED LEARNINGAndy Burkhardt @vonburkhardt
Tuesday, April 16, 13
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Tuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
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Tuesday, April 16, 13
Tuesday, April 16, 13
Tuesday, April 16, 13
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Tuesday, April 16, 13
Tuesday, April 16, 13
CLOSING THOUGHTSHacking the Learner Experience
Tuesday, April 16, 13
“By being obsessed with success, students are afraid to fail, so they are reluctant to take difficult steps to master new material. Acknowledging that difficulty is a crucial part of learning could stop a vicious circle in which difficulty creates feelings of incompetence that in turn disrupts learning.”
Frederique Autin & Jean-Claude Croizet
Tuesday, April 16, 13
Questions & Comments
Brian Mathews, Virginia TechLauren Pressley, WFU, Virginia Tech
Andy Burkhardt, Champlain College#ACRL2013
Tuesday, April 16, 13
Photo CreditsQuestion Mark by Marco Bellucci at flickr.com/photos/marcobellucci/3534516458
Urban Pyramid by Evan Blaser at flickr.com/photos/evanblaser/5576673518
Rathmines Library by Dublin City Public Library at flickr.com/photos/dublincitypubliclibraries/373898623
Isabelle by Max Braun at flickr.com/photos/maxbraun/8236576898
Untitled by Petras Gaglias at flickr.com/photos/maxbraun/8236576898
Traverse City by Pat (cletch) Williams at flickr.com/photos/26542961@N07/6140209473/
Filter Bubble by Eli Pariser at http://www.thefilterbubble.com/ted-talk
Untitled by lil_devil_girl3 at flickr.com/photos/lil_devil_girl3/2784991333
Empire State Pigeon by ZeroOne at flickr.com/photos/70591690@N00/2865833414/
Question Everything by Duncan Hull at flickr.com/photos/dullhunk/202872717/
Tuesday, April 16, 13