Understanding the Learner Experience: Threshold Concepts and Curriculum Mapping

T H R E S H O L D C O N C E P T S & C U R R I C U L U M M A P P I N G

U N D E R S T A N D I N G T H E L E A R N ER E X P E R I E N C E

@ c h a r b o o t h @ b r i a n m a t h e w s

( D O N ’ T L O O K D O W N )

L O O K

T H E L E A R N ER E X P E R I E N C E

2 1

32 1

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

D E P A R T M E N T S

D I V I S I O N S

D I S C I P L I N E S

M A J O R S

R E S E A R C H T E A M S

c o m m u n i t i e s o f p r a c t i c e

C O G N I T I V E S T R U C T U R A L

C O N C E P T S M A P P I N G

21

B E Y O N D

H O W

S C A L E

R E D U N D A N C Y

P R A C T I C A L

T H E O R E T I C A L

v s

“ T R A I N I N G ”

“A thresho ld concept can be cons idered as ak in to a por ta l , open ing up a new and prev ious ly inaccess ib le way o f th ink ing about someth ing. I t represents a t ransformed way o f unders tand ing, or in terpre t ing , or v iewing someth ing wi thout wh ich the learner cannot progress. ”

T H R E S H O L D C O N C E P T S

Knowledge that is : •  Transformat ive •  I r revers ib le •  In tegra t ive •  Bounded •  Troub lesome

B A S I C C H A R A C T E R I S T I C S

P H Y S I C S = h e a t t r a n s f e r M A T H E M A T I C S = l i m i t CULTURAL STUDIES = signification L ITERATURE = decons t ruc t ion ECONOMICS = opportunity cost P H I L O SOPHY = p e r s o n h o o d

http://www.doceo.co.uk/tools/threshold_4.htm

CONCEPT 1

CONCEPT 2

CONCEPT 3

MIDTER

M

G R A D U A L S T E P S

LIGHT

THERMODYNAMICS

QUANTUM MECHANICS

GRAVITY

GENERAL RELATIVITY

MATTER

RADIATION

LIGHT

THERMODYNAMICS

QUANTUM MECHANICS

GRAVITY

GENERAL RELATIVITY

MATTER

RADIATION

"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

Why does th i s mat te r to l i b ra r ians?

O P P O R T U N I T I E S

Wha t a r e t h e a c c e l e r a t o r s a n d b a r r i e r s t o k n o w l e d g e ?

I NTERNAL V IEW

•  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?

•  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?

EXTERNAL VIEW

S T U D E N T S

I N S T R U C T O R S

s t u d e n t s

f a c u l t y

a d v i s o r s

t u t o r s

s u p p o r t a g e n c i e s

N A M E T H A T ( T H R E S H O L D ) C O N C E P T

CONCEPT / KNOWLEDGE / M IND MAPP ING

CONCEPT / KNOWLEDGE / M IND MAPP ING

m i n d o m o . c o m

{ }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

C A M P U S

P R O G R A M

R E Q U I R E M E N T S

O B J E C T I V E S

O U T C O M E S

A N N O T A T I O N S

STRATEGY

C U R R I C U L U M M A P P I N G P I L O T : E A

t i n y u r l . c o m / c l a r e m o n t - e a m a p

C A T A L O G / W E B S I T E I M M E R S I O N

C O U R S E I N T E G R A T I O N M A P & R U B R I C

C L A S S E S , M E E T I N G S & G U I D E S

O P E N A C C E S S C A P S T O N E U P L O A D S

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 G O 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 D I R E C T O R

C O G N I T I V E S T R U C T U R A L

C O N C E P T S M A P P I N G

T H R E S H O L D C O N C E P T S & C U R R I C U L U M M A P P I N G

U N D E R S T A N D I N G T H E L E A R N ER E X P E R I E N C E

@ c h a r b o o t h @ b r i a n m a t h e w s

S U G G E S T E D R E A D I N G S

M e z i r o w . 2 0 0 9 . T r a n s f o r m a t i v e l e a r n i n g i n p r a c t i c e : I n s i g h t s f r o m C ommu n i t y , W o r k p l a c e , a n d E d u c a t i o n .

L a n d , Me y e r , & Sm i t h . 2 0 0 8 . Th r e s h o l d c o n c e p t s w i t h i n t h e d i s c i p l i n e s . R o t t e r d a m : S e n s e P u b l i s h e r s .

H o u n s e l l & E n tw i s t l e . 2 0 0 5 . Enhan c i n g T e a c h i n g - l e a r n i n g E n v i r o n m e n t s I n U n d e r g r a d u a t e C o u r s e s ( U K )

J o h n s o n . 2 0 1 0 . Whe r e D o G o o d I d e a s C ome F r o m : T h e N a t u r a l H i s t o r y o f I n n o v a t i o n .

T o w n s e n d , B r u n e t t i , & H o f e r . 2 0 1 1 . “ T h r e s h o l d C o n c e p t s a n d I n f o rma t i o n L i t e r a c y . ” po r t a l : l i b r a r i e s a n d t h e a c a d e m y , v . 1 1 n . 3 , p p . 8 5 3 - 8 6 9 .