Larissa Kempenaar and Sivaramkumar Shanmugam (Talk accepted by reviewers but not given due to unavailability of speakers) While threshold concepts are commonly based on concepts identified by experts. What to do when you wish to develop a curriculum around threshold concepts but can not, yet, define what they are? In this pre-qualifying healthcare doctorate programme, … Continue reading Design and delivery of a new pre-qualifying doctoral programme: The experience of liminality when threshold concepts are not, yet, defined.
Category: Session 12
Out of the comfort zone: the trouble with Collaborative Online International Learning (COIL)
Marina Orsini-Jones This paper reports on six years of action-research and threshold-concepts-informed inquiry on the curricular integration of Collaborative Online International Learning (COIL) projects into postgraduate courses on English Language Teacher Education involving participants based in the UK, at Coventry University, and overseas in China, Spain and the Netherlands. At Coventry University, COIL is defined … Continue reading Out of the comfort zone: the trouble with Collaborative Online International Learning (COIL)
Threshold concepts and unexpected transformations
Julie Rattray and Isaac Calduch The Threshold Concepts Framework has been criticised as being too fluid because of the flexibility in the application of its characteristic features (O’Donnell, 2010; Rowbottom, 2007). The key exception to this fluidity is the transformative aspect, which has been characterised as non-negotiable (Baillie, Bowden & Meyer, 2013; Land, Meyer & … Continue reading Threshold concepts and unexpected transformations
Threshold Concepts 