threshold concepts - ecp symp. 2014
TRANSCRIPT
Cape Peninsula University of Technology
Monika Rohlwink“Learning is physical – we CAN understand.” (James Zull)
Threshold concepts :
Breaking cognitive barriers
Faculty of Informatics & Design:Foundation Course (ECP)
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Subjects
• Graphic Design
• Surface Design
• Fashion Design
• Industrial Design
• Jewellery Design
• Interior Design
• Architectural Technology
• Drawing
• Communication Studies
• Professional Business Practice:– Life Skills– Study Skills– Research Skills– Computer Literacy– Numeracy– Lang. & Comm. Skills
The main-frame PC (the “shoulder-top”) - on energy-saving sleep mode!
http://science.howstuffworks.com/life/amnesia-and-head-trauma2.htm
Teaching meta-cognitive skills explicitly….
Student Meta-cognition Strategies
• Meta-cognitive strategies are explicitly designed to help students become aware of their own thought processes and to modify them to make those processes more effective. When students recognise their patterns of thinking, they also can become aware of the signals that tell them that they are having difficulty comprehending or expressing. By guiding students to that understanding, teachers can lead students to adopt specific strategies that they can use to learn and improve on their own. These strategies enable students to build their capacity to learn independently, without the teacher’s continuing demonstrations or intervention. (Thier, n. d.)
Cognitive and meta-cognitive skills
• Instinctive acquisition of knowledge and skills in early childhood
• Conscious acquisition of knowledge and skills as pupils and students
• Awareness of different (and personalised) strategies for acquiring knowledge and skills
• Monitoring and regulating the acquisition of knowledge …….. for SUCCESS! (meta-cognition)
Threshold Concepts (Meyer & Land)
• “A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the student cannot progress." (Meyer and Land, 2005)
http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
CORE threshold concepts in studio subjects:
CORE threshold concepts in theory subjects:
• Define the concept of Classicism! (History of Design)
• Metric conversions (Numeracy)
• Calculate the area of a plot of land (TRP)
• Chromatic greys (colour theory)
• Positive / negative imprints and casts for dentures (Dental Technology)
• Trigonometry (ABS – Arch. Technology)
• Progressive block print (Surface Design)
……. in the academic / professional discourse:
• History of Design / Architecture / Education …
• Research skills!
• Essay writing skills!
• Correct language usage!!
• READING!!
• Punctuality and deadlines…………
• Ethical behaviour / academic integrity
Features of threshold concepts
• Transformative (ontological and conceptual shifts)
• Irreversible (BUT: can be modified, even rejected)
• Integrative (allows student to make important connections)
Hi Monika. Just thought of you immediately. Came across a new word ‘palatial’ which means resembling a palace in being spacious and splendid. Feels good when I learn new words.”
Features of threshold concepts (cont.)
Boundaries (border on other threshold concepts)
Ordered progression!
www.artyfactory.com
Francois Viljoen: repeat pattern
Damian Hans: Modelling with colours
Features of threshold concepts (cont.)
Sometimes easily grasped
• Paragraph construction
– Leading sentence with
• Subject of par., and ….
• …controlling idea
– Body of paragraph
* Referencing
Need greater effort
• Academic essays!
– Analysing the brief
– Doing research
– Avoiding plagiarism
– Crafting a coherent essay
Threshold concepts often involve …..
The student’s perspective:
“troublesome knowledge”The lecturer’s perspective: “transparent knowledge”
Images: Wikipedia
Types of “troublesome knowledge”
• No prior knowledge (“I didn’t have Art at school.”)
• ‘Un-learning’ old methods or concepts which contradict new methods and knowledge (“But you can’t start a sentence with ‘because’ ”!!)
“…reversal can involve an uncomfortable emotional repositioning.”(Cousin, 2006)
• Concepts which seem to go against ‘common sense’ (How are we supposed to draw the model without looking at the paper and charcoal as well?!)
• Concepts, in themselves, difficult to understand (total surface area of regular prisms)
• Concepts avoided due to prior negative experiences (Maths!!)
Liminal (transitional) space
beyond the comfort zone – between “getting it” in class - and “losing it” over one’s homework – between a sense of achievement and feelings of self-doubt and apprehension …..http://rsowell.wordpress.com/
www.sacredcirclecreativelife.com
If students have not understood andinternalised core threshold concepts inany particular subject, they are forced toimitate. Atherton (2010): “They havejust managed to mimic satisfactoryperformance well enough to passassessments” – and their course. Theywill never BE a designer or engineerfrom the inside out.
Using threshold concepts to break down cognitive barriers…….
Students:
• Knowledge [of cognitive strategies] is power!
• Recognise – analyse – engage with - and master threshold concepts that hinder your progress.
• Courage and patience!
• Practice!
• Emersion……………
Breaking down cognitive barriers……
Lecturers:identify and deconstruct threshold concepts
a. mm – cm – m – km
b. cm vs cm² vs cmᶟ
Metric conversion steps:
a. (x) or (÷) ….. ??
b. …. by 1 plus how many zeroes??
c. (,) to the right or the left…..??
d. … and by how many places??
Visual aids
Lecturers (cont.): Find possible root cause for cognitive barrier
• (x) or (÷) ….. ??
• Prim. school: “When you ‘times’ the answer is bigger; when you divide the answer is smaller.”
• m³ to cm³: multiply!!
• cm³ to m³: divide!!
• 0°
Feedback:
• S’kumbuzo (3rd year Arch. Tech.):
“I use the idea of threshold concepts to work through difficult new concepts. I don’t mimic.”
• “A threshold concept is when you are at the gateway of a new journey.” (Keenan)
“Ma’am, you make me feel that I can accept myself and breathe more proudly ‘coz you understand my problem & give me hope.”
“The most thing that I like, Monika, is that
you give us hope even though we do
badly & this motivates me to work my best.”
“It helps build self-confidence & the
ability to explore & learn new things.”
“I’ve never heard about meta-cognition, but I
will use this knowledge long after I have
finished my studies.”
“I have learned to change my
mind about how to think about things in life.”
List of References
• Atherton, J. 2010. Doceo: Introduction to Threshold Concepts. [Online]. Available: http://www.doceo.co.uk/tools/threshold 3.htm [23 July 2010].
• Cousins, G. 2006. An introduction to threshold concepts. Planet, 17. December.
• Meyer, J. H. F. & Land, R. 2003. Threshold Concepts and troublesome Knowledge. Linkages to Ways of thinking and practising within the Disciplines. [Online]. Available: http://www.colorado.edu/ftep/documents/ETLreport4-1.pdf
[23 April 2014].
* Meyer, J. H. F. & Land, R. 2005. Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49 (3): 373-388.
• Thier, M. 2002. THE NEW SCIENCE LITERACY: USING LANGUAGE SKILLS TO HELP STUDENTS LEARN SCIENCE