Thoughts from Ray Land’s threshold concepts and troublesome knowledge.
Having seen Ray Land on numerous occasions, I am really interested in seeing how he connects with staff at UCS. I think there are many opportunities to re-think our curriculum within a threshold concept model. I also think there are many opportunities where learning technology can help facilitate and monitor students journey through troublesome knowledge and threshold concepts. So, here we go ….
In all disciplines there are threshold concepts, which if the he student grasps / breaks through will be able to enter a new conceptual terrain.
As an ex-lecturer it can be interesting to try to identifying what are the threshold concepts within our disciplines. (The photo raises some of the questions we should reflect on).
Liminality and breaking through troublesome knowledge is very unsettling, learners will need to negotiate this space.
Interesting thought, we (lecturers) design the curriculum, so if students don’t get it until year 2 or 3, then surely something is wrong with the curriculum design in the first year? I wonder how joined up programmes are around identifying and building on threshold concepts through the levels. How detailed are those discussions? Or perhaps to gradual with semester and chunked learning.
But let us never forget … the role of Lectures is to be troublesome 😊