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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
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( D O N ’ T L O O K D O W N )
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L O O K
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T H E L E A R N ER E X P E R I E N C E
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2 1
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32 1
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i n s t r u c t i o n a l l i t e r a c y
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c o m m u n i t i e s o f p r a c t i c e
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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
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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
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B E Y O N D
H O W
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S C A L E
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R E D U N D A N C Y
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P R A C T I C A L
T H E O R E T I C A L
v s
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“ T R A I N I N G ”
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“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
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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
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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
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http://www.doceo.co.uk/tools/threshold_4.htm
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CONCEPT 1
CONCEPT 2
CONCEPT 3
MIDTER
M
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G R A D U A L S T E P S
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LIGHT
THERMODYNAMICS
QUANTUM MECHANICS
GRAVITY
GENERAL RELATIVITY
MATTER
RADIATION
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LIGHT
THERMODYNAMICS
QUANTUM MECHANICS
GRAVITY
GENERAL RELATIVITY
MATTER
RADIATION
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"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
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Why does th i s mat te r to l i b ra r ians?
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O P P O R T U N I T I E S
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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 ?
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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?
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• 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
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S T U D E N T S
I N S T R U C T O R S
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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
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N A M E T H A T ( T H R E S H O L D ) C O N C E P T
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CONCEPT / KNOWLEDGE / M IND MAPP ING
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CONCEPT / KNOWLEDGE / M IND MAPP ING
m i n d o m o . c o m
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{ }THE CLAREMONT COLLEGES
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{ }THE CLAREMONT COLLEGES
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{ }THE CLAREMONT COLLEGES
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{ }THE CLAREMONT COLLEGES
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A S S E S S M E N T & P L A N N I N G
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D I S C U S S I O N C A P T U R E
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C O M M M U N I T Y B U I L D I N G
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C U R R I C U L U M M A P P I N G
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C U R R I C U L U M V I S U A L I Z A T I O N
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C O M M U N I T Y V I S U A L I Z A T I O N
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C O M M U N I T Y V I S U A L I Z A T I O N
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I M M E R S I V E E X P L O R A T I O N
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C A M P U S
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P R O G R A M
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R E Q U I R E M E N T S
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O B J E C T I V E S
O U T C O M E S
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A N N O T A T I O N S
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STRATEGY
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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
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C A T A L O G / W E B S I T E I M M E R S I O N
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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
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C L A S S E S , M E E T I N G S & G U I D E S
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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
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T A R G E T E D A S S E S S M E N T
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T A R G E T E D A S S E S S M E N T
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T R A C K I N G O U T C O M E S
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{ }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
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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
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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
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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 .