Author: liminalityeducation

Exploring the use of multimodal screencasts for knowledge development in Higher Education

Geraldine McDermott This research investigates how higher education (HE) teachers across a number of disciplines use multimodal screencasts (videos) to explain important concepts to students. Not all concepts within the study are threshold concepts (Meyer and Land, 2003), yet all concepts chosen are difficult for students to grasp. The study explores the reasons for choosing … Continue reading Exploring the use of multimodal screencasts for knowledge development in Higher Education →

Threshold graphics in occupational therapy: student learning in-between threshold concepts and inquiry graphics

Susie Wilson This paper discusses my PhD research project about occupational therapy students learning related to disciplinary threshold concepts (Meyer & Land, 2003;2005) on role-emerging practice placements. Occupational therapy (OT) students need to complete 1000 hours of practice placement in a range of settings, including role-emerging, non-traditional settings such as charities and non-governmental organisations during … Continue reading Threshold graphics in occupational therapy: student learning in-between threshold concepts and inquiry graphics →

Can an Arts-Based Liminal Learning Experience Change Learner Cognition?

Catherine Ross This lightning talk describes my initial research into using threshold concepts to redesign and potentially reshape adult education art students’ learning experiences as part of my M.A. in Education at Oxford Brookes University. Using an analytical auto-ethnographic methodology, field notes (recorded in my reflective blog) were assembled in response to observed learners’ reactions. … Continue reading Can an Arts-Based Liminal Learning Experience Change Learner Cognition? →

Introducing threshold graphics: teaching and learning threshold concepts via inquiry graphics

Natasa Lackovic This paper is about “threshold graphics”, the approach and term I introduced in the recent book “Inquiry Graphics in Higher Education: New Approaches to Knowledge, Learning and Methods with Images” (Lacković, 2020). In a nutshell, threshold graphics brings together threshold concepts and inquiry graphics. Inquiry graphics are visual media such as photographs, videos … Continue reading Introducing threshold graphics: teaching and learning threshold concepts via inquiry graphics →

Threshold Graphics. A critical visual approach to threshold concepts in social care

Denise MacGiollari Threshold concepts (TC) theory and literature (Meyer, et al., 2010) often evoke rich visual metaphors, such as the ‘portal’(Land & Rattray, 2017), ‘liquid’ learning (Savin-Baden, 2008) and a tunnel (Land, et al., 2014). Such sensory and visual metaphors are integral to the recently introduced approach of threshold graphics (TG) (Lacković, 2020), here explored … Continue reading Threshold Graphics. A critical visual approach to threshold concepts in social care →

Threshold Concepts to drive curriculum change

Andrea Webb As the Threshold Concepts framework approaches 20 years, there is a now a significant body of work around threshold concepts in individual courses, programs, or even institutions. As The Threshold Concept website attests, there are identified Threshold Concepts in areas from Academic Identity to Zoology. However, little of this work is being applied … Continue reading Threshold Concepts to drive curriculum change →

On the Threshold of Power and Privilege

Julie Rattray Learning is both an emotional and effortful experience. It requires us to invest time and effort in each learning task as we work towards accomplishing it. This effort involves not only our cognitive capabilities but it frequently involves are affective or emotional selves. The troublesome nature of threshold concepts potentially makes their mastery … Continue reading On the Threshold of Power and Privilege →

Threshold Concepts in Translation Education: Investigating troublesome areas for undergraduate translation students in project-based learning

Amani Albuwardi Integrating authentic translation projects into translation curricula has been widely recognised as key to enhancing students’ translation competence and developing their professional identities. Although some of the research papers making this argument highlight the fact that this type of authentic learning experience might be difficult for learners, none of them has attempted to … Continue reading Threshold Concepts in Translation Education: Investigating troublesome areas for undergraduate translation students in project-based learning →