Virna Rossi One of the main issues in designing creative courses is ‘measurability’: in creative education important outcomes involve the development of intuition, inventiveness, imagination, visualisation, risk-taking, which are not easily measured. Another issue is to do with the ‘spiral nature’ of learning in creative courses: outcomes are not achieved/addressed once and for all. Rather, … Continue reading The case for using Threshold Concepts for Learning Design in Creative Education →

Bjørn Otto Braaten and Leif Martin Hokstad This presentation addresses the sparsely researched link in architectural education between students’ experience of liminality and their design work. The trajectory from layperson to an identity as architect student is for many a challenging journey of negotiating existential questions and personal transformation (Cuff 1991, Thompson 2019). Through a … Continue reading Spatial response to liminality in first semester architect student’s design work. →

Lucy Hatt and Julie Rattray The inclusion of students as research participants in the identification of threshold concepts is controversial. There is an inherent contradiction and methodological challenge regarding the involvement of student participants in the gathering of valid and reliable perspectives in curriculum inquiry. Students do not know what they do not know, and … Continue reading Bringing the student voice into threshold concept research – concept mapping in curriculum development →