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<div class=Section1><pre style='text-align:center'><b><font size=5 color=navy
face=Arial><span style='font-size:16.0pt;font-family:Arial;color:navy;
font-weight:bold'>Threshold Concepts and Troublesome Knowledge: a Transformative Approach to Learning<o:p></o:p></span></font></b></pre><pre
style='text-align:center'><b><font size=5 color=navy face=Arial><span
style='font-size:16.0pt;font-family:Arial;color:navy;font-weight:bold'><o:p>&nbsp;</o:p></span></font></b></pre><pre
style='text-align:center'><b><font size=5 color=navy face=Calibri><span
style='font-size:16.0pt;font-family:Calibri;color:navy;font-weight:bold'>Professor Ray Land, University of Strathclyde, Glasgow.</span></font></b><b><font
size=5 color=navy face=Calibri><span style='font-size:16.0pt;font-family:Calibri;
color:navy;font-weight:bold'><o:p></o:p></span></font></b></pre><pre
style='text-align:center'><font size=5 color=navy face=Calibri><span
style='font-size:16.0pt;font-family:Calibri;color:navy'><o:p>&nbsp;</o:p></span></font></pre><pre
style='text-align:center'><b><font size=5 color=navy face=Calibri><span
style='font-size:16.0pt;font-family:Calibri;color:navy;font-weight:bold'>Venue: Radisson Blu Hotel, Ennis Road Limerick<o:p></o:p></span></font></b></pre><pre
style='text-align:center'><b><font size=5 color=navy face=Calibri><span
style='font-size:16.0pt;font-family:Calibri;color:navy;font-weight:bold'><o:p>&nbsp;</o:p></span></font></b></pre><pre
style='text-align:center'><b><font size=5 color=navy face=Calibri><span
style='font-size:16.0pt;font-family:Calibri;color:navy;font-weight:bold'>Date and Time: Tuesday 17<sup>th</sup> November 2009, 9.30 to 13.00<o:p></o:p></span></font></b></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'><o:p>&nbsp;</o:p></span></font></pre><pre
style='text-align:center'><b><font size=3 color=blue face=Calibri><span
style='font-size:12.0pt;font-family:Calibri;color:blue;font-weight:bold'>Places are limited. To register, email: <a
href="mailto:Liam.Boyle@lit.ie" title="blocked::mailto:Liam.Boyle@lit.ie">Liam.Boyle@lit.ie</a><o:p></o:p></span></font></b></pre><pre
style='text-align:justify'><font size=2 color=blue face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:blue'><o:p>&nbsp;</o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'>This seminar will outline and invite discussion of a new analytical framework to inform programme design and assessment.&nbsp; The approach builds on the notion of 'Threshold Concepts' which 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 learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view.&nbsp; Typical examples might be &#8216;Marginal Cost&#8217;, &#8216;Opportunity Cost&#8217; or &#8216;Elasticity&#8217; in Economics; &#8216;Evolution&#8217; in Biology; &#8216;Gravity&#8217; or &#8216;Reactive Power&#8217; in Physics; &#8216;Depreciation&#8217; in Accounting; &#8216;Precedent&#8217; in Law;&nbsp; &#8216;Geologic Time&#8217; in Geology; &#8216;Uncertainty&#8217; in Environmental Science; &#8216;Deconstruction&#8217; in Literature; &#8216;Limit&#8217; theory in Mathematics or &#8216;Programming&#8217; in Computer Science.&nbsp; <o:p></o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'><o:p>&nbsp;</o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'>This transformation may be sudden or it may be protracted over a considerable period of time, with the transition to understanding often involving 'troublesome knowledge'. Depending on discipline and context, knowledge might be troublesome because it is ritualised, inert, conceptually&nbsp; difficult, alien or tacit, because it requires adopting an unfamiliar discourse, or perhaps because the learner remains &#8216;defended&#8217; and does not wish to change their customary way of seeing things.<o:p></o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'> <o:p></o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'>Difficulty in understanding threshold concepts may leave the learner in a state of 'liminality', a suspended state or 'stuck place' in which understanding approximates to a kind of 'mimicry' or lack of authenticity. Insights gained by learners as they cross thresholds can be exhilarating but might also be unsettling, requiring an uncomfortable shift in identity, or, paradoxically, a sense of loss.&nbsp; A further complication might be the operation of an 'underlying game' which requires the learner to comprehend the often tacit games of enquiry or ways of thinking and practising inherent within specific disciplinary knowledge practices.&nbsp; In this sense we might wish to talk of &#8216;threshold practices&#8217; or &#8216;threshold experiences&#8217; that are necessary in the learner&#8217;s development.<o:p></o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'><o:p>&nbsp;</o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'>The thresholds approach addresses disciplinary contexts and emphasises <i><span
style='font-style:italic'>transformation</span></i> in learning. It results in a reformulation of the learners&#8217; frame of meaning. It is currently being implemented in a wide range of disciplinary areas and has been the focus of two international symposia in the UK and Canada with a third taking place for Australia in July 2010.&nbsp; This session will outline key dimensions of the thresholds approach followed by discussion of implications for practice in participants&#8217; own contexts.<o:p></o:p></span></font></pre><pre
style='text-align:justify'><font size=2 color=navy face=Calibri><span
style='font-size:11.0pt;font-family:Calibri;color:navy'><o:p>&nbsp;</o:p></span></font></pre><pre
style='margin-left:11.35pt;text-indent:-11.35pt'><b><font size=2 color=navy
face=Calibri><span style='font-size:11.0pt;font-family:Calibri;color:navy;
font-weight:bold'>Biography<o:p></o:p></span></font></b></pre>

<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Calibri><span lang=EN-US style='font-size:11.0pt;font-family:Calibri;
color:navy'>Ray Land Ray Land is Professor of Higher Education and Head of the
Centre for Academic Practice and Learning Enhancement (CAPLE) at the University
of Strathclyde, Glasgow UK. His research interests include academic
development, threshold concepts and troublesome knowledge, research-teaching
linkages, and theoretical aspects of digital learning. He is the author of <i><span
style='font-style:italic'>Educational Development: Discourse, Identity and
Practice</span></i> (Open University Press 2004) and co-editor of <i><span
style='font-style:italic'>Education in Cyberspace</span></i> (RoutledgeFalmer
2005), <i><span style='font-style:italic'>Overcoming Barriers to Student
Learning: Threshold Concepts and Troublesome Knowledge</span></i> (Routledge
2006), <i><span style='font-style:italic'>Threshold Concepts within the
Disciplines</span></i> (Sense Publishers 2008) and <i><span style='font-style:
italic'>Research-Teaching Linkages: Enhancing Graduate Attributes</span></i>
(QAA 2008).&nbsp; A new volume, <i><span style='font-style:italic'>Threshold
Concepts and Transformational Learning</span></i> will be published in early
2010 (Sense Publishers, <st1:City w:st="on"><st1:place w:st="on">Rotterdam</st1:place></st1:City>)<o:p></o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-US style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p>&nbsp;</o:p></span></font></p>

<p class=MsoNormal><font size=3 color=navy face=Arial><span lang=EN-US
style='font-size:12.0pt;font-family:Arial;color:navy'><o:p>&nbsp;</o:p></span></font></p>

<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p>&nbsp;</o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><b><font size=2 color=navy
face=Helvetica><span style='font-size:10.0pt;font-family:Helvetica;color:navy;
font-weight:bold'>Dr. Mary Fitzpatrick<o:p></o:p></span></font></b></p>

<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Helvetica><span style='font-size:10.0pt;font-family:Helvetica;color:navy'>Regional
Teaching and Learning Advocate<o:p></o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><font size=1 color=navy
face=Helvetica><span style='font-size:8.0pt;font-family:Helvetica;color:navy'><o:p>&nbsp;</o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><font size=1 color=navy
face=Helvetica><span style='font-size:9.0pt;font-family:Helvetica;color:navy'>Centre
for Teaching and Learning<o:p></o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><font size=1 color=navy
face=Helvetica><span style='font-size:9.0pt;font-family:Helvetica;color:navy'>Millstream
Courtyard<o:p></o:p></span></font></p>

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size=1 color=navy face=Helvetica><span style='font-size:9.0pt;font-family:Helvetica;
color:navy'><o:p></o:p></span></font></p>

<p class=MsoNormal style='text-align:justify'><u1:place u2:st="on"><u1:City u2:st="on"><st1:place
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 w:st="on">Ireland</u1:country-region></st1:country-region></span></font></st1:place></u1:place><font
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face=Helvetica><span style='font-size:9.0pt;font-family:Helvetica;color:navy;
font-weight:bold'>[T]</span></font></b><font size=1 color=navy face=Helvetica><span
style='font-size:9.0pt;font-family:Helvetica;color:navy'>&nbsp;&nbsp; +353-61-234 351<o:p></o:p></span></font></p>

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style='font-size:9.0pt;font-family:Helvetica;color:navy'>&nbsp;&nbsp;
mary.fitzpatrick@ul.ie<o:p></o:p></span></font></p>

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style='font-size:9.0pt;font-family:Helvetica;color:navy'>&nbsp; www.ul.ie/ctl</span></font><font
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