Investigation of the relevance of the notion of a threshold concept within generic learning development work

Since the term 'threshold concept' was applied within economics (Meyer and Land, 2003), its relevance has been demonstrated within disciplines ranging from biology (Taylor, 2006); to communication, culture, and media (Cousin, 2006); accounting (Lucas and Mladenovic, 2006); and philosophy (...

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Autor principal:	Carol Edwards
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2011
Materias:	Learning Development Skills Development Threshold Concepts Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d2d95a5c761d483ab13ea67858c70211
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spelling	oai:doaj.org-article:d2d95a5c761d483ab13ea67858c702112021-11-29T14:04:19ZInvestigation of the relevance of the notion of a threshold concept within generic learning development work10.47408/jldhe.v0i3.821759-667Xhttps://doaj.org/article/d2d95a5c761d483ab13ea67858c702112011-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/82https://doaj.org/toc/1759-667XSince the term 'threshold concept' was applied within economics (Meyer and Land, 2003), its relevance has been demonstrated within disciplines ranging from biology (Taylor, 2006); to communication, culture, and media (Cousin, 2006); accounting (Lucas and Mladenovic, 2006); and philosophy (Booth, 2006). Grasping a threshold concept has been described as 'opening up a new and previously inaccessible way of thinking about something' and gaining 'a transformed internal view of subject matter, subject landscape, or even world view' (Meyer and Land, 20061, p.3). In previous issues of this journal, Rust (2009) and Cousin (2010) have proposed that, by highlighting the relevance of threshold concepts within the course content of academic disciplines, we can support learning development work by academics within their departments. Cousin (2010) suggests that our acknowledgement of this particular contribution that academics can make to learning development work, may pave the way for more collaborative relationships between learning developers and academics. If threshold concepts are of such widespread relevance, and can be such powerful learning tools, it would be a shame if their potential were to be explored solely within academic disciplines. This article therefore swivels the spotlight back onto the field of generic learning development, and investigates the relevance of the notion of a threshold concept to study skills development across, rather than solely within, the academic disciplines. Carol EdwardsAssociation for Learning Development in Higher Education (ALDinHE)articleLearning DevelopmentSkills DevelopmentThreshold ConceptsTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning Development Skills Development Threshold Concepts Theory and practice of education LB5-3640
spellingShingle	Learning Development Skills Development Threshold Concepts Theory and practice of education LB5-3640 Carol Edwards Investigation of the relevance of the notion of a threshold concept within generic learning development work
description	Since the term 'threshold concept' was applied within economics (Meyer and Land, 2003), its relevance has been demonstrated within disciplines ranging from biology (Taylor, 2006); to communication, culture, and media (Cousin, 2006); accounting (Lucas and Mladenovic, 2006); and philosophy (Booth, 2006). Grasping a threshold concept has been described as 'opening up a new and previously inaccessible way of thinking about something' and gaining 'a transformed internal view of subject matter, subject landscape, or even world view' (Meyer and Land, 20061, p.3). In previous issues of this journal, Rust (2009) and Cousin (2010) have proposed that, by highlighting the relevance of threshold concepts within the course content of academic disciplines, we can support learning development work by academics within their departments. Cousin (2010) suggests that our acknowledgement of this particular contribution that academics can make to learning development work, may pave the way for more collaborative relationships between learning developers and academics. If threshold concepts are of such widespread relevance, and can be such powerful learning tools, it would be a shame if their potential were to be explored solely within academic disciplines. This article therefore swivels the spotlight back onto the field of generic learning development, and investigates the relevance of the notion of a threshold concept to study skills development across, rather than solely within, the academic disciplines.
format	article
author	Carol Edwards
author_facet	Carol Edwards
author_sort	Carol Edwards
title	Investigation of the relevance of the notion of a threshold concept within generic learning development work
title_short	Investigation of the relevance of the notion of a threshold concept within generic learning development work
title_full	Investigation of the relevance of the notion of a threshold concept within generic learning development work
title_fullStr	Investigation of the relevance of the notion of a threshold concept within generic learning development work
title_full_unstemmed	Investigation of the relevance of the notion of a threshold concept within generic learning development work
title_sort	investigation of the relevance of the notion of a threshold concept within generic learning development work
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2011
url	https://doaj.org/article/d2d95a5c761d483ab13ea67858c70211
work_keys_str_mv	AT caroledwards investigationoftherelevanceofthenotionofathresholdconceptwithingenericlearningdevelopmentwork
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Investigation of the relevance of the notion of a threshold concept within generic learning development work

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