UCO Transformative Learning Conference 2014
Pre-Conference Workshops

Dan Glisczinski - UCO Conference of Transformative Learning UCO Transformative Learning

Dan Glisczinski, 2014 TL Conference Keynoter 1

Keynote Title: UCOs of TLEs:
(Underlying Cognitive Operations of Transformative Learning Experiences)
Ballroom A, 1:30 - 4:30 PM, Thursday, March 27

Join Dr. Glisczinski in this physiological exploration of key aspects of education neuroscience research through a transformative teaching and learning lens.

Pre-conference Workshop:


Six on Six:
Optimizing scholarly (and even transformative) teaching and learning via six education neuroscientific principles.

This interactive workshop will support participants in structuring educationally neuroscientific pedagogies and andragogies designed to foster transformative learning experiences.  

Specifically, participants will select a UCO central tenet (or other enduring understanding of choice) and further develop scholarly teaching and learning in relationship to it via the following six considerations:

1.    brain-derived neurotropic factor

2.    emotionally competent stimuli

3.    neuronal schema tangles

4.    neuroplasticity and neurogenesis

5.    dopamine and cortisol

6.    long-term potentiation

UCO Transformative Learning
Melissa Peet - UCO Transformative Learning Conference

Melissa Peet, 2014 TL Conference Keynoter 2

Keynote Title: Helping Students Connect Hidden Insights and Meaning: Generative Knowledge and Integrative Learning
Ballroom C, 1:30 – 4:30 PM, Thursday, March 27

Transformative insights can sometimes be hidden . . . but they don’t have to remain that way.

Pre-conference Workshop:
The Transformative Student Experience: Generative Knowledge and Integrative Learning

This session will be a brief introduction to the underlying principles and practices of Generative Knowledge and Integrative Learning. The term "Generative Knowledge" refers to the evolutionary strengths and capacities people develop unconsciously as we naturally learn, grow, and adapt to changing conditions and new information across our lifespan. Generative Knowledge provides people with an underlying sense of purpose and direction, and supports us in developing and coordinating different kinds of intelligence. In order to prepare students who can learn effectively for life, we must teach them how to recognize the generative insights, skills and capacities they are gaining directly from their life experiences. This is not an easy task. The Generative Knowledge we are developing directly from our life experience is overwhelmingly tacit and therefore unconscious in nature. A growing body of research shows this tacit knowledge is essential to the development of competent employees, citizens, leaders, and entrepreneurs; it is also a key part of Transformative Learning’s process of supporting students as they connect, reflect on, and synthesize their educational experiences in and outside of the classroom.

This session will begin with an overview of Generative Knowledge principles, including examples of how these principles can shape integrative learning and assessment through the use of ePortfolios. Participants will then engage in a series of exercises to begin identifying their own and others hidden Generative Knowledge, including a mode of inquiry that will help them to recognize some of the hidden strengths and sources of intelligence they have expressed in their life. The session will end with a brief discussion and an explanation of resources participants can use to learn more about Generative Knowledge principles and ways to integrate generative practices into their courses, curricula, programs and institutions.