Embed Size (px)
Citation preview
Think of a time in your learning when you have had an ‘a-ha’ moment.
• Please share that moment on one of the pieces of chart paper.
Threshold Concepts in Higher Education
Andrea Webb & Ashley ShawUniversity of British Columbia
[email protected] [email protected] @spiderwebb8 @ashleygshaw
STLHE, Vancouver, June 18, 2015
Outline of the workshop
• What are threshold concepts?– history & definition– characteristics
• What might be potential threshold concepts in my field?
• How can we uncover threshold concepts?
• Where can I find out more?
– seeing the interconnectedness of different theories working together- Being able to dig deeper into a topic once you’ve had this a-ha, being able to see
what’s going on- Putting learning into context, seeing the implications- Looking through a different lens- Seeing ‘outside’ of own discipline, questioning where we are- Impacts on own understandings, practices- Finally seeing an effective method of doing something- Changing understanding, practice, ways of talking about things, identity - Transformational- Doing something slightly differently can have a big impact- Understanding to be able to apply in different location/context, understanding and
integrating vs rote learning- Overcoming frustration- Develops a new language- Uncovering assumptions, seeing through others’ lens, changing own perspective,
seeing things differently- The space in between
A-ha! Moments
Threshold Concepts
“The portals to understanding a discipline or field” (Meyer & Land, 2003)
• A concept represents a threshold if it leads to a qualitatively different view of the subject matter, often challenging existing knowledge
Characteristics of Threshold Concepts
TroublesomeTransformativeIrreversible IntegrativeBoundedReconstitutiveDiscursiveLiminal
Examples of the threshold concept must be transformative and involve movement in a liminal space. They are likely to be characterised by many, but not necessarily all, of the other features.
What could be potential threshold
concepts in your field or discipline?
1. Why did you select these particular items as threshold concepts?
2. Was there debate around whether or not something was a threshold concept?
3. Which of the characteristics of threshold concepts can you see in those you identified?
4. Which characteristics would you say are integral to threshold concepts in your area?
5. Are your threshold concepts actual “concepts”, or are they better described as skills, practices, or…
6. How would you go about identifying threshold concepts in your area?
7. How would you use these threshold concepts in your own practice?
Characteristics of threshold concepts in SoTL
Four key characteristics were highlighted in Andrea’s study:• Troublesome• Liminal• Reconstitution, Integrative
• Transformative• Discursive, Irreversible
• Bounded
Threshold concepts in open online courses
• Work in progress!
• Threshold concepts as more than ‘concepts’:- procedures- literacies- identity
• Key characteristics:- transformative- troublesome- integrative- irreversible- liminal
What are the implications of threshold concepts for higher education?
Flexible methodological approaches• Developing disciplinary and interdisciplinary discussions of
concepts
Strategic Approaches to Teaching and Learning• Using a TC framework helps to build increased capacity in
challenging areas
Questions & Discussion
References and Resources• Barradell, S. (2013). The identification of threshold concepts: a review of theoretical complexities
and methodological challenges. High Education, 65(), 265–276. doi 10.1007/s10734-012-9542-3• Cousin, G. (2006). An introduction to threshold concepts. Planet, 17, 4-5.• Davies, P. & Mangan, J. (2005 August) Recognising threshold concepts: An exploration of
different approaches. Paper presented at the European Association in Learning and Instruction (EARLI) Conference, Nicosia, Cyprus.
• Entwistle, N. (2008). Threshold concepts and transformative ways of thinking within research into higher education. In R. Land, J.H.F. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 21–35). Rotterdam, The Netherlands: Sense Publishers
• M. Flanagan. Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development. A short introduction and bibliography. Available online http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
• Holloway, M., Alpay, E., & Bull, A. (2009). A quantitative approach to identifying threshold concepts in engineering education. Retrieved on April 1, 2013 from http://www.engsc.ac.uk/downloads/scholarart/ee2010/101_GP_Holloway.pdf
• Land, R. (2012, June). A closer look at liminality: Incorrigibles and teaching capital. Paper presented at NAIRTL Conference, Trinity College Dublin. Retrieved on July 10, 2013 from www.nairtl.ie/index.php?pageID=627
• Meyer, J.H.F. & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising. In Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development, 412-424.
