Presentation at ACRL 2013 in Indianapolis with Brian Mathews and Lauren Pressley

1. HACK
Tuesday, 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
#ACRL2013
Tuesday, 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
Facebook
Tuesday, 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
Google
Tuesday, April 16, 13

7. Brian Mathews @brianmathews
LEARNER EXPERIENCE
Tuesday, April 16, 13

8. ADVISOR’S INSIGHTS
Tuesday, April 16, 13

9. WRITING ACROSS DISCIPLINES
Tuesday, 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 #hack
Tuesday, April 16, 13

11. T R A N S F O R M AT I V E
BOUNDED
IRREVERSIBLE
TROUBLESOME
I N T E G R AT I V E
#ACRL2013 #hack
Tuesday, April 16, 13

12. PHYSICS = heat transfer
MATHEMATICS = limit
CULTURAL STUDIES = signification
LITERATURE = deconstruction
ECONOMICS = opportunity cost
PHILOSOPHY = personhood
#ACRL2013 #hack
Tuesday, April 16, 13

13. Courtesy of Char Booth
Tuesday, 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 with
Tuesday, April 16, 13

17. Tuesday, April 16, 13

18. Tuesday, April 16, 13

19. Lauren Pressley @laurenpressley
LEARNER TAXONOMIES
Tuesday, April 16, 13

20. TAXONOMY
Tuesday, April 16, 13

21. a standardized
categorization
Tuesday, April 16, 13

22. BLOOM
Tuesday, April 16, 13

23. Benjamin
Bloom
1956
Tuesday, April 16, 13

24. Tuesday, April 16, 13

25. “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

26. “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

27. “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

28. “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

29. “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

30. “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

31. Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
Tuesday, April 16, 13

32. Revised
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Tuesday, 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 duplicate
Tuesday, April 16, 13

36. judge select
plan construct
select compare
apply practice
locate identify
identify duplicate
Tuesday, April 16, 13

37. PERRY
Tuesday, April 16, 13

38. William G.
Perry, Jr.
1968
Tuesday, April 16, 13

39. first year
Tuesday, April 16, 13

40. dualism
first year
Tuesday, April 16, 13

41. second year
Tuesday, April 16, 13

42. contextual
relativism
second year
Tuesday, April 16, 13

43. third year
Tuesday, April 16, 13

44. contextual
relativism
third year
Tuesday, April 16, 13

45. fourth year
Tuesday, April 16, 13

46. commitment
within
contextual
relativism
fourth year
Tuesday, April 16, 13

47. Tuesday, April 16, 13

48. Tuesday, April 16, 13

49. KOLB
Tuesday, 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 ink
Tuesday, 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. UNDERSTANDING
Tuesday, April 16, 13

62. Tuesday, April 16, 13

63. Andy Burkhardt @vonburkhardt
INQUIRY BASED LEARNING
Tuesday, 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 THOUGHTS
Tuesday, 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 Croizet
Tuesday, April 16, 13

82. Questions &
Comments
Brian Mathews, Virginia Tech
Lauren Pressley, WFU, Virginia Tech
Andy Burkhardt, Champlain College
#ACRL2013
Tuesday, April 16, 13

83. Photo Credits
Question 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