Bibliography for The Threshold Concept in learning and teaching

Over the past decade this concept has been embraced by many disciplines outside economics; indeed the above quote is from Glynis Cousin’s excellent short introduction to the concept written for earth scientists. The threshold concept has been seen as a valuable tool, not only in facilitating students’ understanding of their subject, but in aiding the […]

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Graduate Class in Toronto

I’ve been invited by the inestimable Seth Feldman (York) to work with his graduate students one morning before this year’s 2015 Visible Evidence conference in Toronto. The aim (I think) was to use my work as the basis for it. <vanity warning> So I’m asking everyone to read:</vanity warning> Dovey, Jon, and Mandy Rose. “We’re […]

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carpe diem?

I guess, because of my age and that I’m an academic so I default to thinking education matters, I’m bemused by many of my student’s attitude to university. (I say my age because it just sounds like an observation that when I was a child was described by the then fashionable term of the ‘generation […]

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Teaching Honours

Yesterday I had my media objects lab, first session of the year. Caught the train after taking ms 7 y.o. to school, all good. Except everyone had to get off at Macleod – a long way out from the city – due to an ‘incident’ (which, sadly, is generally a euphemism for suicide by train). […]

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Affective Media

From Hannah Brasier , an honours student I am supervising (we’re working in Korsakow): How do I conceive of and make a slow interactive online video work? … Deleuze’s concept of the affect image provides a possible framework and method for how to make and theorise such a work/project.

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It is obvious that while these services may address the content issue, they are going to struggle with the epistemological and ontological facets of university education which revolve around learning how to be (a designer, media practitioner, economist, doctor). Or just use the current ‘flipped’ model, send them to do something like Networked Life at Penn which they do in their own time then in class, let’s do, hey, I know, diaspora (or some similar enquiry based learning action) in our face to face class time.

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Participation in the subject

because we want participation to be a diverse range of things relevant to the student and only they know if they have done them or not (since most of the things that count as participation are invisible to me in the class and in their submitted work) because we are always told that if you ‘put in’ you will get ‘more out of it’ so I put my money where my mouth is and make it worth their while (say, 30% of their final mark) it helps students to define who they are to your peers, so is actually about building and maintaining a reputation come trust network (and in an intimately networked world getting an understanding of this as an ethics matters if I have to assess it then it becomes little more than attendance, which is certainly no measure of something as diverse and complicated as ‘participation’ This is why it takes a while to do. We discuss how it went last time, what might be done differently this time, and then make a list of all the things that might need to be done by you to learn successfully across the semester.

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Just a Riff (Teaching Your Elites)

Most of my peers, as with most of my students, don’t get ‘theory’ in the way we academics do, but we teach it as if they should and those that do get HDs and those that don’t get confused. … All of us can wheel out our HD students as evidence of our teaching brilliance, except these students will almost certainly already be academically inclined and this will have had little, if anything, to do with us.

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