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 →

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? →

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 →

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 →