Demystifying Threshold Concepts. Threshold concepts in research education and evidence of threshold crossing - Higher Education Research. Neither teacher-centred nor student-centred: threshold concepts and research partnerships. Threshold concepts. Most of our planning for teaching is pretty crude. It's worse than that, it's hopeless. We—and particularly our managers—like to pretend that it isn't.
We (they) devise fancy forms for "Schemes of Work" and "Lesson Plans" full of "SMART" objectives and incomprehensible coded cross-references to the syllabus. But we know that however carefully we have "planned", by the third week there is only the most tenuous connection between the reality of student learning and the fantasy of our teaching plan. First, we got arrogant. Second, in our obsession with "delivering" teaching, we forgot about how students acquire learning. Underpinning both misconceptions (alongside all the stuff from on high) is a simplistic view of learning. At the heart of that view is a model of learning which can be represented thus; It assumes a steady and inexorable incremental progression. But most skills and knowledge are acquired in a more complex context than fish-gutting. So... References. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines.
TechTV – Videos. Introducing Theshold Concepts 1. Threshold concepts media presentation. Threshold concept. This article or section is a stub. It does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions. 1 Definition “A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. 2 Characteristics and functions of a threshold concept According to Meyer and Land (2003b:5ff.), a threshold concept is likely to be: {{quotationbox|* Transformative, in that, once understood, its potential effect on student learning and behaviour, is to occasion a significant shift in the perception of a subject, or part thereof. [...]
Threshold concepts often prove problematic or "troublesome" and liminal for learners. Example concepts quoted in the paper 3 In education 4 Links 5 Discussion 6 Bibliography. Threshold Concepts. I attended Louise and Gavin’s presentation on Threshold Concepts today. I was interested in hearing what they had been doing as we were talking about them in relation to our project. In Physics, they identified four of the seven threshold concepts (link to UCL site on threshold concepts) which were: transformativetroublesomeirreversibleinterrogative The seminar helped me think about how threshold concepts are intra-modular and dispersed throughout the programme as a whole. I did find the references to Quantum Physics a little nerve-wracking but it was interesting to hear about the work that Gavin and Louise had been doing.
They had asked two groups, one undergraduate and one PG and staff, to answer five questions and then gathered information on the results. I think these kinds of questions would work really well with the Learning Journals that Kate has been doing. Questions to discover what the Threshold Concepts/Skills are in your discipline Threshold concepts – generic Skills Report post. An introduction to threshold concepts.
Introduction to Threshold Concepts. This and its associated pages were originally written to support the Study Days on "Threshold Concepts" which were part of the University of Bedfordshire's PGCE/Cert Ed (Post-Compulsory Education) programme in 2007-2008 (and continue to be so at the time of writing). They have been minimally edited to make sense as stand-alone pages. "A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress.
" (Meyer and Land, 2006:3) The title question clearly goes to the heart of what we do as teachers in vocational and professional areas; and really we know less about the answer than some of the text-books (and teacher trainers) pretend. First, some people would learn regardless of whether they ever went anywhere near a course.
Second, disciplines and subjects are very different. Why? Conclusion. Threshold concept: A lens for examining networked learning.