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"Land, Ray"
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Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning
The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. (HRK / Abstract übernommen).
Journal Article
Threshold Concepts on the Edge
Threshold Concepts on the Edge explores new directions in threshold concept research and practice and is of relevance to teachers, learners, educational researchers and academic developers.
eBook
Learning in the liminal space
The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a 'liminal' space of learning. The latter is a transformative state in the process of learning in which there is a reformulation of the learner's meaning frame and an accompanying shift in the learner's ontology or subjectivity. Within the extensive literature on threshold concepts, however, the notion of liminal space has remained relatively ill-defined. This paper explores this spatial metaphor to help clarify the difficulties that some teachers observe in the classroom in regard to their students' understanding. It employs a novel and distinctive approach drawn from semiotic theory to to provide some explanatory insight into learning within the liminal space and render it more open to analysis. The paper develops its argument through four distinct phases. Firstly it explores the spatial metaphor of liminality to gain further purchase on the nature of this transformative space. The second section introduces semiotic theory and indicates how this will be used through a series of graphical and visual devices to render the liminal space more open to analysis. The third section then employs semiotic analysis to nine dimensions of pedagogical content knowledge to gain further insight into what may characterise student conceptual difficulty within the liminal state. The fourth and concluding section emphasises the role of context in conceptual discrimination before advocating a transactional curriculum inquiry approach to future research in this field. (HRK / Abstract übernommen).
Journal Article
Enhancing quality in higher education
Interest in the quality of higher education provision has been steadily increasing over the last twenty years. This has been driven largely by the international creation of explicit policies and reporting requirements to review, audit and evaluate provision. The interest is associated in many countries with the granting by governments of greater autonomy to higher education institutions. This, crucially, comes bound with increased requirements for accountability in the exercise of such power. Enhancing provision, promoting innovation, cultivating exploration and adopting information-led approaches to practice are at the very heart of higher education. As such quality enhancement comes in many guises and is under constant scrutiny. Enhancing Quality in Higher Education looks critically at recent developments in higher education, taking snapshots of changing practices around the world and analysing the varied theoretical perspectives of quality enhancement that are emerging. The opening section draws upon this theoretical base, whilst the second section contextualises it through the analysis of a diverse range of international case studies. The concluding section considers future prospects for the enhancement agenda in the light of the international pressures facing all systems of higher education in the future. Policy will inevitably be shaped by the historical contexts within which national systems are located. The book draws on a wide range of international case studies, examined by a host of contributing experts. The movement towards quality enhancement can be seen as stimulating action at the grassroots of the academy to self-generate improvement. It is a counter to the prevalent view that change in higher education is essentially about the institutional response to increasing societal pressure and state control and, as such, is a welcome contribution to the literature. This comprehensive volume is essential reading for anyone involved in higher education and educational policy. (HRK / Abstract übernommen).
eBook
Quality enhancement in higher education: international perspectives
Interest in the quality of higher education provision has been steadily increasing over the last twenty years. This has been driven largely by the international creation of explicit policies and reporting requirements to review, audit and evaluate provision. The interest is associated in many countries with the granting by governments of greater autonomy to higher education institutions. This, crucially, comes bound with increased requirements for accountability in the exercise of such power. Enhancing provision, promoting innovation, cultivating exploration and adopting information-led approaches to practice are at the very heart of higher education. As such quality enhancement comes in many guises and is under constant scrutiny. Enhancing Quality in Higher Education looks critically at recent developments in higher education, taking snapshots of changing practices around the world and analysing the varied theoretical perspectives of quality enhancement that are emerging. The opening section draws upon this theoretical base, whilst the second section contextualises it through the analysis of a diverse range of international case studies. The concluding section considers future prospects for the enhancement agenda in the light of the international pressures facing all systems of higher education in the future. Policy will inevitably be shaped by the historical contexts within which national systems are located. The book draws on a wide range of international case studies, examined by a host of contributing experts. The movement towards quality enhancement can be seen as stimulating action at the grassroots of the academy to self-generate improvement. It is a counter to the prevalent view that change in higher education is essentially about the institutional response to increasing societal pressure and state control and, as such, is a welcome contribution to the literature. This comprehensive volume is essential reading for anyone involved in higher education and educational policy.
eBook
Discipline-based teaching
Disciplinary knowledge is both the object of study which we look at and also the lens we look through. The disciplines within which specialised fields are organised serve not just as sources of knowledge and expertise but also as bases of personal identity for both teachers and students. This chapter first considers the nature of disciplines before examining a range of currently influential analytical frameworks for thinking about disciplinary teaching. These include signature pedagogies – the preferred fundamental ways of thinking and practising in which future practitioners are educated for their new professions – and ‘threshold concepts’, the conceptual boundaries that must be negotiated as part of disciplinary formation. The learning of a threshold concept frequently entails an encounter with ‘troublesome knowledge’ and with liminality. Consideration of these approaches, and others such as ‘transactional curriculum inquiry’ and ‘decoding the disciplines’, brings into view issues for subject and course design in the disciplines, which are illustrated through a series of case studies. The chapter goes on to explore disciplines in the 21st century and how ‘pedagogies of uncertainty’ can be used to combine disciplinary and important generic skills. The chapter concludes by thinking beyond discipline, discussing interdisciplinarity and collaborative pedagogies at module and course level.
This chapter considers the nature of disciplines before examining a range of currently influential analytical frameworks for thinking about disciplinary teaching. It explores disciplines in the 21st century and how ‘pedagogies of uncertainty’ can be used to combine disciplinary and important generic skills. Discipline-based teaching focuses on the strong primary influence of the disciplinary context, its signature ways of thinking and practising, its generally accepted conceptual structures and boundaries and the tribal norms and values of its community of practice. For the foreseeable future at least, however, disciplines will continue to serve as the main channel of engagement and remain the predominant conceptual terrain through which, and in which, students will encounter and attempt to integrate new knowledge and understanding in their university education. The chapter concludes by thinking beyond discipline, discussing interdisciplinarity and collaborative pedagogies at module and course level.
Book Chapter
Mapping the Territory: issues in evaluating large-scale learning technology initiatives
This article details the challenges that the authors faced in designing and carrying out two recent large-scale evaluations of programmes designed to foster the use of ICT in UK higher education. Key concerns that have been identified within the evaluation literature are considered and an account is given of how these concerns were addressed within the two studies. A detailed examination is provided of the general evaluative strategies of employing amulti-disciplinary teamand amulti-method research designand of how the research team went about: tapping into a range of sources of information, gaining different perspectives on innovation, tailoring enquiry to match vantage points, securing representative ranges of opinion, coping with changes over time, setting developments in context and dealing with audience requirements. Strengths and limitations of the general approach and the particular tactics that were used to meet the specific challenges posed within these two evaluation projects are identified.
Journal Article