Hacking the Learner Experience
0 likes3,007 views
The document summarizes key points from a conference presentation about hacking the learner experience. It discusses how the term "hacker" has unfair negative connotations but really means testing boundaries. It also shares quotes from Mark Zuckerberg and Larry Page about using technology to improve lives. Various learner taxonomies are presented, including Bloom's and Perry's, as well as Kolb's experiential learning model. Strategies are suggested for engaging different learner types.
Hacking the Learner Experience
- 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
- 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