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We Can't X-Ray Their Brains

2013 SoTL Academy, Grand Rapids, MI

Derek Bruff

on 20 May 2018

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Transcript of We Can't X-Ray Their Brains

We Can't X-Ray Their Brains
Derek Bruff

"O Is for Occipital Lobe," illuminaut, Flickr (CC)
Image: NASA/CXC/M. Weiss
"High-Tech," Thomas Guignard, Flickr (CC)
"A lot of meaningful activity—struggling, processing, sense-making—is going on in the intermediate space between novice and expert."
Randy Bass
Determine an appropriate research question.
Work with potentially messy data.
Apply statistical techniques correctly.
Visualize and communicate results.
Brainstorm possible research questions.
Draw on personal interests and prior experiences.
Assess a question's feasibility for this project.
Work with two partners to select a research question.
Determine appropriate kinds of data for this question.
Obtain data from multiple (non-textbook) sources.
Vet gathered data for usability.
Spot project roadblocks that would require backtracking.
Determine appropriate techniques for the available data.
Determine assumptions that need to be tested.
Compute p-values, given a well-structured data set.
Interpret results of statistical techniques in this problem context.
Identify relevant visualization techniques.
Evaluate potential visualization options for meaning and appeal.
Organize visuals and text into a coherent whole.
Build infographic using graphic design software.
Think of a final project or assessment you've given a group of students. What intermediate activities did it require of students?
(Dark Matter)
Intermediate Activities
"Sliced," Darwin Bell, Flickr (CC)
"Thin Slices" of Student Learning
Randy Bass (again)
Nine (Educational) Uses of the Backchannel
Sharing Resources
Asking Questions
Helping Others
Offering Suggestions
Building Community
Opening the Classroom
"Command Central," Graham Ballantyne, Flickr (CC)
Margaret Rubega's Story: http://is.gd/KbKhFO
Mark Sample's Story: http://is.gd/0s55se
Ilana Horn's Storify: http://is.gd/AFCfUr
Content analysis:
Contradictory nature of teaching
Complex nature of working with teenagers
Variety of student learning behaviors
Emotional loads
Relationships with students and staff
Wright (2010) - http://is.gd/T2kybD
Social Bookmarking
Derek's Diigo Group: http://is.gd/KM1rh0
David Silver's Story: http://is.gd/6gT5UW
Photo Sharing
Bryan Gibbon's Course Blog: http://is.gd/G1WfTQ
Audience Matters
"Center of Attention," Derek Bruff, Flickr (CC)
Knowledge Organizations
Debate Maps
This Map: http://is.gd/n1PRRj
More on Debate Maps: http://is.gd/lBPjUu
"When students are provided with an organizational structure in which to fit new knowledge,

they learn more effectively and efficiently

than when they are left to deduce this conceptual structure for themselves."
How Learning Works (2010)
How Learning Works (2010)
"Bookshelf Spectrum, Revisited," chotda, Flickr (CC)
Example: http://is.gd/L9IL3u
Tamara Carley's Story: http://is.gd/BaZ2VR
Types of Relationships
Jennifer Osterhage's Story: http://is.gd/GEE0dH
Links to Key Concepts
Source: Ashley Cetnar, Vanderbilt U.
Multiscale Maps
Concept Maps
Source: http://movies.yahoo.com/feature/infographic-dangerous-zombies.html
Coordinate Axes
"Movie Narrative Charts" by xkcd
Citation Maps
"Macro," Derek Bruff, Flickr (CC)
Spatial Arrangements Convey Meaning
Return to the list of intermediate activities you generated earlier. Which of these could be made visible by social media and/or visual thinking tools?
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