Threshold Concepts on the Edge

Erscheinungsjahr 2019
ISBN: 978-90-04-41996-4
Verlag: Brill

Buch, Englisch, Band 73, 380 Seiten, Format (B × H): 159 mm x 241 mm, Gewicht: 730 g

Reihe: Educational Futures

Since the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’.

Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.

Autoren/Hrsg.

Timmermans, Julie A

Land, Ray

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Preface

Acknowledgements

List of Figures and Tables

Notes on Contributors

Part 1: Theoretical Directions

1. The Labyrinth Within: Threshold Concepts, Archetype and Myth

Ray Land

2. At the Troublesome Edge of Recognising Threshold Concepts of Online Teaching: A Proposed Learning Threshold Identification Methodology

Maria Northcote, Kevin P. Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey and Kerrie Boddey

3. Caution! Theories at Play! Threshold Concepts and Decoding the Disciplines

Leah Shopkow and Joan Middendorf

4. Embedding Affect in the Threshold Concepts Framework

Julie A. Timmermans and Jan H. F. Meyer

Part 2: Liminal Space

5. Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to Illuminate the Edge of Conceptual Understanding

Rachel Thompson and Michael Michell

6. Analysing Discourse in the Liminal Space: Talking Our Way through It

Susie Cowley-Haselden

7. Intensive Mode Teaching Explained Using Threshold Concepts

Sally A. Male, Stuart Crispin and Phil Hancock

8. Edging towards Understanding: Illuminating Student Experiences of Liminality in Introductory Sociology

Alison M. Thomas

9. Bringing the Apple and Holding up the Mirror: Liminal Space and Transformation in Visual Art Making

Matthew J. Ravenstahl and Julie Rattray

10. The Student Scholar Identity: Using Students’ Reflective Work to Develop Student-Scholars, Address Liminality, and Design Curriculum

Yvonne Nalani Meulemans, Allison Carr and Torie Quiñonez

Part 3: Ontological Transformations

11. ‘… ’Cause Soon Now, It Will Be Real …’: Medical Simulation as Change Space in Interprofessional Training

Leif Martin Hokstad and Stine Gundrosen

12. Threshold Concepts and the Ontology of Professional Identity in Human Services Curriculum Design: A Case Example

Jackie Stokes, Vicki Bruce and Tanya Pawliuk

13. Threshold Concepts: Strategies for Assisting Doctoral Candidates to Learn to be Researchers

Margaret Kiley

Part 4: Curriculum

14. Threshold Concepts as Pathways through Ancient Religion: Curriculum as Initiation

Jason P. Davies

15. Threshold Concepts at the Sharp Edge: Entrepreneurship Curriculum Redesign

Lucy Hatt

16. Information Literacy and Liberal Education: From Google to Scholarly Sources

D. Bruce MacKay and Nicole C. Eva

17. Curriculum on the Edge: Designing for Liminality in Learning Activities: A Case Illustration in Search Expertise

Virginia M. Tucker

18. Threshold Concepts in the Applied Mathematics BSc Programme: A Structural Comparison with Threshold Concepts in the Computer Science BSc Programme

Bert Zwaneveld and Hans Sterk

Part 5: Crossing Disciplines

19. Exploring Threshold Concepts on the Edge: Learning, Teaching and Assessment Practices

Shannon Murray, Anne Marie Ryan and Brad Wuetherick

20. Investigating Threshold Concepts in the Scholarship of Teaching and Learning, and the Influence of Disciplinary Background on the Research Process

Andrea S. Webb and Anne M. Tierney
21. Diversity, Hybridity and New Revelations in Conceptual Threshold Crossings in Cross-Disciplinary and Interdisciplinary Research Learning

Gina Wisker

Part 6: Writing across Thresholds

22. Naming What We Know (in Writing Studies): Engaging Troublesome Trends in Educational Policy and Practice

Linda Adler-Kassner and Elizabeth Wardle

23. Beginning to See the Connection between Everything: Developing Scholarly Identity in Writing Studies through Threshold Concepts

Erika Hawkes and Tekla Hawkins

24. Understanding Writing Transfer as a Threshold Concept across the Disciplines

Jessie L. Moore and Peter Felten

25. Edging towards the Threshold Concept of Autonomy in Language Learning and Teaching through a MOOC Blend: Becoming Autonomous Learners and Teachers

Marina Orsini-Jones, Shooq Altamimi and Barbara Conde Gafaro

Index

Über Autor(innen)

Julie A. Timmermans, Ph.D., is Senior Lecturer in the Higher Education Development Centre, University of Otago, New Zealand. She publishes in the areas of higher education and academic development.

Ray Land, Ph.D., is Emeritus Professor of Higher Education and Emeritus Fellow of University College at Durham University, UK. He is co-founder of the Threshold Concepts Framework and has published widely in educational research, academic development and quality enhancement.