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BUILDING KNOWLEDGE NETWORKS Making Connections

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Page 1: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

BUILDING KNOWLEDGE NETWORKS

Making Connections

Page 2: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Overview: Learning Process

Disruption

Goal-Setting

Making Connections

Rehearsing

Feedback (and Revision)

Page 3: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Our Students?

“. . . Here and there in the midst of their ignorance, there were small disconnected islets of knowledge . . .”

George Orwell

The Clergyman’s Daughter

Page 4: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Disconnected Islets

Page 5: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Novices vs. Experts

“One important way experts’ and novices’ knowledge organizations differ is the number or density of connections among the concepts, facts, and skills they know . . . as experts in our domain, we may organize our knowledge in a way that is quite different from how our students organize theirs.”

Susan Ambrose et alHow Learning Works

Page 6: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Novice Learners Expert Learners

Novices whose knowledge is “disconnected and lacks coherence can simultaneously hold and use contradictory propositions . . . without noticing the inconsistencies.”

“Experts tend to automatically process information in coherent chunks based on their prior knowledge and then use these chunks to build larger, more interconnected knowledge structures.”

How Learning Works

Page 7: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Connected Learning

“Experts tend to automatically process information in coherent chunks based on their prior knowledge and then use these chunks to build larger, more interconnected knowledge structures.”

How Learning Works

Page 8: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Experts vs. Novices

Page 9: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Making Connections

“It is not a stretch to say that any neuronal network might potentially become connected with any other network, if that connection is a useful one.”

James ZullThe Art of Changing the Brain

Page 10: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

“We must let our students use the neuronal networks they already have. We cannot create new ones out of thin air or by putting them on a blackboard. And we cannot excise old ones. The only recourse we have is to begin with what the learner brings.”

James ZullThe Art of Changing the Brain

The Importance of Prior Knowledge

Page 11: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Dorothy’s Wallpaper

“They [the students] always showed more intelligence when it was a question of making something instead of merely learning.”

Page 12: BUILDING KNOWLEDGE NETWORKS Making Connections. Overview: Learning Process DisruptionGoal-SettingMaking ConnectionsRehearsingFeedback (and Revision)

Making Connections

Prior: Twitter Hashtag

New: Minute Thesis

Your Connections???