Englebart Bootstrapping Innovation
Kulthau Information Search Process
Project Info Lit
Vectorspaces: The Art of the Link
What’s this thing called Digital Identity?
Roles and Student Identities in Online Large Course Forums: Implications for Practice
Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis
Cognitive Presence research article : http://campestre.phipages.com/storage/.instance_12129/assessment_metacognition_in_an_online_community.pdf
50 Questions To Help Students Think About What They Think
Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development: A short introduction and bibliography http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
Features of a Threshold Concept
- Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.
- Troublesome: Threshold concepts are likely to be troublesome for the student. Perkins has suggested that knowledge can be troublesome e.g. when it is counter-intuitive, alien or seemingly incoherent.
- Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e. they are difficult to unlearn.
- Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.
- Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.
- Discursive: the crossing of a threshold will incorporate an enhanced and extended use of language.
- Liminality: the crossing of the pedagogic threshold is like a ‘rite of passage’ (drawing on the ethnographical studies of Gennep and Turner in which a transitional or liminal space has to be traversed; “in short, there is no simple passage in learning from ‘easy’ to ‘difficult’; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain. “
Connectivism: Design and Delivery of Social Networked Learning: Three Generations of Distance Education Pedagogy