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Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
Hacking the Learner Experience
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Hacking the Learner Experience

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An ACRL 2013 Panel from Brian Mathews, Andy Burkhardt, and Lauren Pressley

An ACRL 2013 Panel from Brian Mathews, Andy Burkhardt, and Lauren Pressley

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  • 1. HACKTuesday, April 16, 13
  • 2. Hacking the Learner Experience techniques & strategies for connecting with your instructional ecosystem Brian Mathews, Virginia Tech Lauren Pressley, WFU, Virginia Tech Andy Burkhardt, Champlain College #ACRL2013Tuesday, April 16, 13
  • 3. Tuesday, April 16, 13
  • 4. “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 Zuckerburg FacebookTuesday, April 16, 13
  • 5. Tuesday, April 16, 13
  • 6. “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 Page GoogleTuesday, April 16, 13
  • 7. Brian Mathews @brianmathews LEARNER EXPERIENCETuesday, April 16, 13
  • 8. ADVISOR’S INSIGHTSTuesday, April 16, 13
  • 9. WRITING ACROSS DISCIPLINESTuesday, April 16, 13
  • 10. “ A t hres h o l d c o n c e p t c a n b e c o nsi dere d as a k i n t o a p ort al , o p e n i ng u p a n e w a n d previ ous l y i n a c c e s s i b l e way of t h i nk i ng a b o u t some t hi ng . I t re p re s e n t s a t r a n sfor med wa y o f u n de rst an d i n g , o r in ter pret i ng , o r v i e w i n g some t hi ng wi t h o u t w h i c h t h e le ar n e r ca n n o t p ro gres s .” Jan Meyer #ACRL2013 #hackTuesday, April 16, 13
  • 11. T R A N S F O R M AT I V E BOUNDEDIRREVERSIBLE TROUBLESOME I N T E G R AT I V E #ACRL2013 #hackTuesday, April 16, 13
  • 12. PHYSICS = heat transfer MATHEMATICS = limit CULTURAL STUDIES = signification LITERATURE = deconstruction ECONOMICS = opportunity cost PHILOSOPHY = personhood #ACRL2013 #hackTuesday, April 16, 13
  • 13. Courtesy of Char BoothTuesday, April 16, 13
  • 14. Tuesday, April 16, 13
  • 15. Tuesday, April 16, 13
  • 16. What we teach When we teach How we teach What we can stop What we need to start Who else we need to work withTuesday, April 16, 13
  • 17. Tuesday, April 16, 13
  • 18. Tuesday, April 16, 13
  • 19. Lauren Pressley @laurenpressley LEARNER TAXONOMIESTuesday, April 16, 13
  • 20. TAXONOMYTuesday, April 16, 13
  • 21. a standardized categorizationTuesday, April 16, 13
  • 22. BLOOMTuesday, April 16, 13
  • 23. Benjamin Bloom 1956Tuesday, April 16, 13
  • 24. Tuesday, April 16, 13
  • 25. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 26. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 27. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 28. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 29. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 30. “A large part of what we call goodteaching is the teachers ability toattain affective objectives throughchallenging the students fixedbeliefs and getting them to discussissues.” Benjamin Bloom (1964) in “Taxonomy of Educational Objectives”Tuesday, April 16, 13
  • 31. Evaluation Synthesis Analysis Application Understanding KnowledgeTuesday, April 16, 13
  • 32. Revised Creating Evaluating Analyzing Applying Understanding RememberingTuesday, April 16, 13
  • 33. Tuesday, April 16, 13
  • 34. what’s our goal?Tuesday, April 16, 13
  • 35. judge select plan construct select compare apply practice locate identify identify duplicateTuesday, April 16, 13
  • 36. judge select plan construct select compare apply practice locate identify identify duplicateTuesday, April 16, 13
  • 37. PERRYTuesday, April 16, 13
  • 38. William G. Perry, Jr. 1968Tuesday, April 16, 13
  • 39. first yearTuesday, April 16, 13
  • 40. dualism first yearTuesday, April 16, 13
  • 41. second yearTuesday, April 16, 13
  • 42. contextual relativism second yearTuesday, April 16, 13
  • 43. third yearTuesday, April 16, 13
  • 44. contextual relativism third yearTuesday, April 16, 13
  • 45. fourth yearTuesday, April 16, 13
  • 46. commitment within contextual relativism fourth yearTuesday, April 16, 13
  • 47. Tuesday, April 16, 13
  • 48. Tuesday, April 16, 13
  • 49. KOLBTuesday, April 16, 13
  • 50. ”Learning is an holistic process of adaptation to the world.” David A. Kolb (1984) in “Experiential Learning”Tuesday, April 16, 13
  • 51. ”Learning is an holistic process of adaptation to the world.” David A. Kolb (1984) in “Experiential Learning”Tuesday, April 16, 13
  • 52. ”Learning is an holistic process of adaptation to the world.” David A. Kolb (1984) in “Experiential Learning”Tuesday, April 16, 13
  • 53. ”Learning is an holistic process of adaptation to the world.” David A. Kolb (1984) in “Experiential Learning”Tuesday, April 16, 13
  • 54. Tuesday, April 16, 13
  • 55. do er ve plan o bs th inkTuesday, April 16, 13
  • 56. Tuesday, April 16, 13
  • 57. Assimilators prefer to be presented with sound logical theories to consider.Tuesday, April 16, 13
  • 58. 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
  • 59. 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
  • 60. 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
  • 61. UNDERSTANDINGTuesday, April 16, 13
  • 62. Tuesday, April 16, 13
  • 63. Andy Burkhardt @vonburkhardt INQUIRY BASED LEARNINGTuesday, April 16, 13
  • 64. Tuesday, April 16, 13
  • 65. Tuesday, April 16, 13
  • 66. Tuesday, April 16, 13
  • 67. Tuesday, April 16, 13
  • 68. Tuesday, April 16, 13
  • 69. Tuesday, April 16, 13
  • 70. Tuesday, April 16, 13
  • 71. Tuesday, April 16, 13
  • 72. Tuesday, April 16, 13
  • 73. Tuesday, April 16, 13
  • 74. Tuesday, April 16, 13
  • 75. Tuesday, April 16, 13
  • 76. Tuesday, April 16, 13
  • 77. Tuesday, April 16, 13
  • 78. Tuesday, April 16, 13
  • 79. Tuesday, April 16, 13
  • 80. Hacking the Learner Experience CLOSING THOUGHTSTuesday, April 16, 13
  • 81. “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 CroizetTuesday, April 16, 13
  • 82. Questions & Comments Brian Mathews, Virginia Tech Lauren Pressley, WFU, Virginia Tech Andy Burkhardt, Champlain College #ACRL2013Tuesday, April 16, 13
  • 83. Photo CreditsQuestion Mark by Marco Bellucci at flickr.com/photos/marcobellucci/3534516458Urban Pyramid by Evan Blaser at flickr.com/photos/evanblaser/5576673518Rathmines Library by Dublin City Public Library at flickr.com/photos/dublincitypubliclibraries/373898623Isabelle by Max Braun at flickr.com/photos/maxbraun/8236576898Untitled by Petras Gaglias at flickr.com/photos/maxbraun/8236576898Traverse City by Pat (cletch) Williams at flickr.com/photos/26542961@N07/6140209473/Filter Bubble by Eli Pariser at http://www.thefilterbubble.com/ted-talkUntitled by lil_devil_girl3 at flickr.com/photos/lil_devil_girl3/2784991333Empire 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

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