UNDERSTANDINGTHE LEARNER EXPERIENCE THRESHOLD            CONCEPTS   &   CURRICULUM   MAPPING@ c h a r b o o t h           ...
( D O N   T   L O O K   D O W N )
L O O K
THE LEARNER EXPERIENCE
1   2
31       2
i n s t r u c t i o n a l   l i t e r a c y
c o m m u n i t i e s   o f   p r a c t i c e
DEPARTMENTS          D I V I S I O N S                  D I S C I P L I N E S                        RESEARCH       TEAMS ...
C O G N I T I V E   STRUCTURAL   1                   2C O N C E P T S     M A P P I N G
B   E   Y   O   N   D        H O W
S   C   A   L   E
REDUNDANCY
PRACTICAL            vs             THEORETICAL
T R A I N I N G
THRESHOLD               CONCEPTS A threshold concept can beconsidered as akin to aportal, opening up a new andpreviously i...
BASIC        CHARACTERISTICSKnowledge that is:•    Transformative•    Irreversible•    Integrative•    Bounded•    Trouble...
PHYSICS      =   heat   transferM A T H E M A T I C S   =   l i m i tCULTURAL STUDIES = significationLITERATURE = deconstr...
http://www.doceo.co.uk/tools/threshold_4.htm
MIDTERMCONCEPT 3CONCEPT 2CONCEPT 1
G R A D U A L   S T E P S
GENERAL RELATIVITY                           QUANTUM MECHANICS                 THERMODYNAMICS               RADIATION     ...
GENERAL RELATIVITY                           QUANTUM MECHANICS                 THERMODYNAMICS               RADIATION     ...
"By being obsessed with success, students are afraid tofail, so they are reluctant to take difficult steps to masternew ma...
Why does this matter to librarians?
O P P O R T U N I T I E S
What are the accelerators andb a r r i e r s t o k n o w l e d g e ?
INTERNAL VIEW•  How can we improve library instruction? 
   Strategy & Tactics?•  What is difficult? What do we make diffi...
EXTERNAL VIEW•  How might we improve the learner experience?•  Struggling to learn, struggling to teach.•  Students and fa...
S T U D E N T SINSTRUCTORS
s u p p o r tagencies          studentstutors                 faculty            advisors
NAME   THAT   (THRESHOLD)   CONCEPT
CONCEPT / KNOWLEDGE / MIND MAPPING
CONCEPT / KNOWLEDGE / MIND MAPPING          mindomo.com
{                            }    THE CLAREMONT COLLEGES
{                            }    THE CLAREMONT COLLEGES
{                            }    THE CLAREMONT COLLEGES
{                            }    THE CLAREMONT COLLEGES
A S S E S S M E N T   &   P L A N N I N G
D   I   S   C   U   S   S   I   O   N   C   A   P   T   U   R   E
C O M M M U N I T Y   B U I L D I N G
C   U   R   R   I   C   U   L   U   M   M   A   P   P   I   N   G
C U R R I C U L U M   V I S U A L I Z A T I O N
C O M M U N I T Y   V I S U A L I Z A T I O N
C O M M U N I T Y   V I S U A L I Z A T I O N
I M M E R S I V E E X P L O R A T I O N
CAMPUS
PROGRAM
REQUIREMENTS
O B J E C T I V E SOUTCOMES
ANNOTATIONS
STRATEGY
C U R R I C U L U MM A P P I N GP I L O T :     E Atinyurl.com/claremont-eamap
C A T A L O G   /   W E B S I T E   I M M E R S I O N
COURSE   INTEGRATION   MAP   &   RUBRIC
C L A S S E S ,   M E E T I N G S   &   G U I D E S
OPEN   ACCESS   CAPSTONE   UPLOADS
T A R G E T E D   A S S E S S M E N T
T A R G E T E D   A S S E S S M E N T
T R A C K I N GO U T C O M E S
{                                                 }          P R O F .   C H A R    M I L L E R    E A     P R O G R A M  ...
C O G N I T I V E   STRUCTURALC O N C E P T S     M A P P I N G
UNDERSTANDINGTHE LEARNER EXPERIENCE THRESHOLD            CONCEPTS   &   CURRICULUM   MAPPING@ c h a r b o o t h           ...
SUGGESTED           READINGSHounsell & Entwistle. 2005. Enhancing Teaching-learningEnvironments In Undergraduate Courses (...
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
Understanding the Learner Experience:  Threshold Concepts and Curriculum Mapping
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Understanding the Learner Experience: Threshold Concepts and Curriculum Mapping

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Char Booth, Instruction Services Manager & E-Learning Librarian, the Claremont Colleges Library
Brian Mathews, Associate Dean for Learning & Outreach, Virginia Tech

Invited Paper presented at the California Academic & Research Libraries Conference
April 7, 2012, San Diego, California

Video available at: http://tinyurl.com/CARL2012-boothmathews

Abstract: In order to programmatically improve our efforts at library instruction and outreach, we need to develop a richer understanding of the holistic learning and teaching experience that comprises our institutions. Threshold concepts are core ideas in a particular area or discipline that, once understood, transform perceptions of that subject. Curriculum mapping is a method of visualizing insight into the steps, requirements, and communities a learner negotiates as they engage with a particular learning experience or degree path. When understood and applied in tandem, these strategies provide a powerful means of developing actionable insight into the learner and faculty perspective and highlight pivotal points at which to provide library instruction, resources, and research support. This paper will explore theoretical and applied applications of threshold concepts and curriculum mapping as key to teaching and learning in libraries.

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Understanding the Learner Experience: Threshold Concepts and Curriculum Mapping

  1. 1. UNDERSTANDINGTHE LEARNER EXPERIENCE THRESHOLD CONCEPTS & CURRICULUM MAPPING@ c h a r b o o t h @brianmathews
  2. 2. ( D O N T L O O K D O W N )
  3. 3. L O O K
  4. 4. THE LEARNER EXPERIENCE
  5. 5. 1 2
  6. 6. 31 2
  7. 7. i n s t r u c t i o n a l l i t e r a c y
  8. 8. c o m m u n i t i e s o f p r a c t i c e
  9. 9. DEPARTMENTS D I V I S I O N S D I S C I P L I N E S RESEARCH TEAMS M A J O R Sc o m m u n i t i e s o f p r a c t i c e
  10. 10. C O G N I T I V E STRUCTURAL 1 2C O N C E P T S M A P P I N G
  11. 11. B E Y O N D H O W
  12. 12. S C A L E
  13. 13. REDUNDANCY
  14. 14. PRACTICAL vs THEORETICAL
  15. 15. T R A I N I N G
  16. 16. THRESHOLD CONCEPTS A threshold concept can beconsidered as akin to aportal, opening up a new andpreviously inaccessible wayof thinking about something.It represents a transformedway of understanding, orinterpreting, or viewingsomething without which thelearner cannot progress.
  17. 17. BASIC CHARACTERISTICSKnowledge that is:•  Transformative•  Irreversible•  Integrative•  Bounded•  Troublesome
  18. 18. PHYSICS = heat transferM A T H E M A T I C S = l i m i tCULTURAL STUDIES = significationLITERATURE = deconstructionECONOMICS = opportunity costPHILOSOPHY = personhood
  19. 19. http://www.doceo.co.uk/tools/threshold_4.htm
  20. 20. MIDTERMCONCEPT 3CONCEPT 2CONCEPT 1
  21. 21. G R A D U A L S T E P S
  22. 22. GENERAL RELATIVITY QUANTUM MECHANICS THERMODYNAMICS RADIATION GRAVITY LIGHTMATTER
  23. 23. GENERAL RELATIVITY QUANTUM MECHANICS THERMODYNAMICS RADIATION GRAVITY LIGHTMATTER
  24. 24. "By being obsessed with success, students are afraid tofail, so they are reluctant to take difficult steps to masternew material. Acknowledging that difficulty is a crucialpart of learning could stop a vicious circle in whichdifficulty creates feelings of incompetence that in turndisrupts learning.-Frederique Autin & Jean-Claude Croizet
  25. 25. Why does this matter to librarians?
  26. 26. O P P O R T U N I T I E S
  27. 27. What are the accelerators andb a r r i e r s t o k n o w l e d g e ?
  28. 28. INTERNAL VIEW•  How can we improve library instruction? 
 Strategy & Tactics?•  What is difficult? What do we make difficult?•  What don t students know? What don t we know?
  29. 29. EXTERNAL VIEW•  How might we improve the learner experience?•  Struggling to learn, struggling to teach.•  Students and faculty are walking on same path together. Where are we?
  30. 30. S T U D E N T SINSTRUCTORS
  31. 31. s u p p o r tagencies studentstutors faculty advisors
  32. 32. NAME THAT (THRESHOLD) CONCEPT
  33. 33. CONCEPT / KNOWLEDGE / MIND MAPPING
  34. 34. CONCEPT / KNOWLEDGE / MIND MAPPING mindomo.com
  35. 35. { } THE CLAREMONT COLLEGES
  36. 36. { } THE CLAREMONT COLLEGES
  37. 37. { } THE CLAREMONT COLLEGES
  38. 38. { } THE CLAREMONT COLLEGES
  39. 39. A S S E S S M E N T & P L A N N I N G
  40. 40. D I S C U S S I O N C A P T U R E
  41. 41. C O M M M U N I T Y B U I L D I N G
  42. 42. C U R R I C U L U M M A P P I N G
  43. 43. C U R R I C U L U M V I S U A L I Z A T I O N
  44. 44. C O M M U N I T Y V I S U A L I Z A T I O N
  45. 45. C O M M U N I T Y V I S U A L I Z A T I O N
  46. 46. I M M E R S I V E E X P L O R A T I O N
  47. 47. CAMPUS
  48. 48. PROGRAM
  49. 49. REQUIREMENTS
  50. 50. O B J E C T I V E SOUTCOMES
  51. 51. ANNOTATIONS
  52. 52. STRATEGY
  53. 53. C U R R I C U L U MM A P P I N GP I L O T : E Atinyurl.com/claremont-eamap
  54. 54. C A T A L O G / W E B S I T E I M M E R S I O N
  55. 55. COURSE INTEGRATION MAP & RUBRIC
  56. 56. C L A S S E S , M E E T I N G S & G U I D E S
  57. 57. OPEN ACCESS CAPSTONE UPLOADS
  58. 58. T A R G E T E D A S S E S S M E N T
  59. 59. T A R G E T E D A S S E S S M E N T
  60. 60. T R A C K I N GO U T C O M E S
  61. 61. { } P R O F . C H A R M I L L E R E A P R O G R A M D I R E C T O R
  62. 62. C O G N I T I V E STRUCTURALC O N C E P T S M A P P I N G
  63. 63. UNDERSTANDINGTHE LEARNER EXPERIENCE THRESHOLD CONCEPTS & CURRICULUM MAPPING@ c h a r b o o t h @brianmathews
  64. 64. SUGGESTED READINGSHounsell & Entwistle. 2005. Enhancing Teaching-learningEnvironments In Undergraduate Courses (UK) Johnson. 2010. Where Do Good Ideas Come From: The Natural History of Innovation.Land, Meyer, & Smith. 2008. Threshold concepts withinthe disciplines. Rotterdam: Sense Publishers.Mezirow. 2009. Transformative learning in practice:Insights from Community, Workplace, and Education. Townsend, Brunetti, & Hofer. 2011. Threshold Concepts and Information Literacy. portal: libraries and the academy, v. 11 n.3, pp. 853-869.
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