Inhalt: | "In the twenty years since Ray Land and Erik Meyer published their first paper on Threshold Concepts, there has been a steady stream of papers mulling over their original suggestions that learning, far from proceeding in an orderly fashion, is instead a process of struggle perhaps alienation and confusion that puts students in a troublesome liminal in-between state. As their understanding develops, liminality gives way to transformational insight whereby a whole field of study comes, often quite abruptly, into focus. There is a gain but often also a loss: in this new world, old certainties, assumptions and even aspects of our identity can be left by the wayside. Threshold Concepts in the Momentis the sixth collection in the series on the subject of Threshold Concepts, following the 8th Biennial Conference held in 2021, anchored at Londons UCL but running online across the world. Its contributors, who range from old hands to new members of the community finding their feet, mull over the insights of the threshold concepts framework in higher education, scrutinise their own fields of study, explore the implications of liminality for pedagogy and becoming professional practitioners, and consider the broad implications for pedagogy of factoring in the troublesomeness of knowledge and learning."-- Intro -- Contents -- Foreword -- Preface -- Big Questions -- Journeys through Liminality -- Learning from & -- with Students -- Students Getting the Hang of It -- Becoming a Professional -- The Last Word? -- Notes -- References -- Acknowledgements -- A Tribute to Mick Flanagan -- Further Testaments -- Note -- References -- Figures and Tables -- Figures -- Tables -- Part 1: Big Questions -- 1. Failure as a 'Native Informant': A Potential Threshold Concept -- 1 Introduction -- 1.1 Defining 'Native Informant' -- 1.2 Big Questions for Our Exploration -- 2 What Is Failure? Definitions and Constructions -- 2.1 Looking at the Literature -- 2.2 Failure as Conceptualised by Retired Academic Developers and Senior Academics -- 3 The Relationship between Failure, Meaning, and Values -- 4 The Transformative and Integrative Nature of Failure as a Native Informant -- 5 Concluding Thoughts -- Acknowledgement -- References -- 2. Assessment of Student Learning in Threshold Concepts-Oriented Teaching and Learning -- 1 Introduction -- 2 Assessment of Student Learning in Threshold Concepts-Oriented Teaching and Learning -- 3 Assessment Approaches of Student Learning in Threshold Concepts-Oriented Teaching and Learning -- 4 Conclusion and Perspectives for Further Research -- References -- 3. Threshold Concepts - Where Next?: Reflections on Educational Spaces, Times, and Identities -- 1 Reflecting on the Threshold Concepts Phenomenon -- 2 Why Are We Here? -- 2.1 Realising the Potential of Threshold Concepts -- 3 Educational Landscapes and Timescapes -- 3.1 Professional Landscapes of Practice -- 3.2 Strategic Terrains of Educational Development -- 3.3 Social Time and Timescapes -- 3.4 The Adaptive Cycles Model -- 4 Reflections on Threshold Concepts -- 4.1 On Values as Drivers -- 4.2 On Patchwork Landscapes and Timescapes -- 5 Where Next? -- References. |
