Threshold Concepts and Transformational Learning
... In the postliminal state, both the learner and the learning process are changed. The journey from one state to another is seen as an irreversible and sometimes troublesome "conceptual gateway" that is either transformative or integrative (Meyer et al., 2010;Meyer & Land, 2003). For this study, we viewed students' postliminal learning on a continuum between transformative and integrative (Table 5). ...
... Components of threshold concepts (Meyer et al., 2010) Threshold concepts transdisciplinary knowledge (this work) ...
... At the postliminal state, we expected that both the first-year engineering student participants' knowledge and perspectives were being transformed, integrated, and marked by a change in students' use of discourse, conceptual schema, application, perspective, and so on (Meyer et al., 2010). The key postliminal changes were further categorized as either transformative or integrative threshold concepts in transdisciplinary knowledge (see Table 5). ...
For engineers who aim to address sustainability challenges, participating in transdisciplinary teams is key. Yet developing transdisciplinary knowledge, including systems thinking, metacognition, and empathic thinking, is not well supported in traditional engineering programs. The extent to which selected learning activities in the introduction to engineering courses support student development of systems thinking, metacognition, and empathic thinking is investigated. Focus group discussions with instructional teams and student interviews are examined to elucidate how course activities improved student transdisciplinary knowledge. Threshold concepts frame the qualitative analysis of the collected data. Implications for teaching and learning are discussed. Results suggest the investigated learning activities support student development of transdisciplinary knowledge as indicated by changes in systems thinking, metacognition, and empathic thinking. Where prior quantitative exploratory studies revealed little change in transdisciplinary knowledge indicators pre‐ and post‐course, deeper qualitative analysis uncovers students manifested improvements in transdisciplinary knowledge indicators as narrated by the students themselves and as observed by instructors and teaching assistants. Integrating transdisciplinary knowledge development into engineering programs, starting with appropriate learning activities in first‐year engineering courses, may provide new pathways for transforming curricula aimed at educating the 21st‐century engineer.
... Thus, if visualization can function as a bridge between scientific theory and the world-as-experienced [9], can another tangible visualization provide a link with Barkhausen effect in order for the students to visualize the shifting of magnetic domains? By utilizing the research findings in pure physics [5][6][7][8], visualization in science education [10], and threshold concepts [11], this study will introduce improvised tangible models to bridge the understanding of undergraduate students in physics on magnetic domain and its fluctuation. ...
... Meyer, et al. [11] defined threshold concepts or learning experiences as gates from which "new perspectives open up, allowing things formerly not perceived to come into view" (p. ix). ...
... Understanding threshold concepts or related experiences in disciplinary contexts may also transform how learners view a particular subject matter, worldviews or against post-truth era [13]. These concepts include representative examples like 'Depreciation' in Accounting, 'Deconstruction' in Literature, etc. [11]. In physics these concepts include electric and magnetic flux, electric and electric field lines, and many more. ...
... Threshold concepts and liminal spaces were developed mainly in the educational psychology tradition, while variation theory is developed from an empirical and abductive approach called phenomenography. In spite of the two constructs' different origins, they are still considered compatible (Meyer et al., 2010) and have been used together before (Davies & Mangan, 2007), hence they will be utilised as complementary theoretical features in this thesis. The constructs of threshold concepts and critical aspects provide instruments with which to explore students' pre-knowledge and perceptions concerning financial matters, to develop design principles for the teaching intervention, and to probe students' understanding in relation to this teaching design. ...
... This is called heterotopia and can contribute to an understanding of multiple or alternative, and hence elaborate, understandings of a concept. In the last post-liminal step, students express their ready conception and conclude their understanding of a concept (Cousin, 2006;Meyer et al., 2010;. ...
... However, neither liminality nor its features provide any explicit prescriptive means by which to develop students' understanding. A prescriptive means for identifying necessary implications for students' steps of learning is the construct of critical aspects, which can be combined with the construct of threshold concepts and liminality (Davies & Mangan, 2007;Meyer et al., 2010). ...
This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies. Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education
... They rely on the transformation of basic TCs that a student integrates into the conceptual structure. Disciplinary TCs are revealed consensually over time within the community of the discipline (Land, Meyer & Baillie, 2010) and have emerged as definable abstractions. They are concepts that are central to a discipline and serve as "targets of the questions, problems, and judgments" (Land et al., 2010, p. x). ...
... Educators who were aware of disciplinary TCs provided roadmaps to students on how to utilise TCs and integrate them across topics. They also prioritised what to "teach and how" they would "teach it" (Land et al., 2010). Educators are thinking of how to successfully teach the TCs of acidsbases and raise students' pass rate in chemistry. ...
This article explored diversity and hybridity in the third space as a teaching resource. Students bring to the classroom or third space their diverse sociocultural issues, knowledge levels of chemistry, and socioeconomic status. Educators also bring to the third space their university knowledge and culture. Hence, a classroom or third space is a hybrid. The intersection of the students’ activity systems and educators’ activity systems created a third space. Activity systems are social practices that include the norms, values, divisions of labour, and community goals. The study intended to explore the negotiations by chemistry educators and first-year students in teaching-learning of acids-bases reactions. It is a topic that most students experience challenges from secondary school to graduate level. Acids-bases are one of the threshold concepts. Qualitative research was employed in the study. Data were collected through classroom observations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Cultural-Historical Activity Theory (CHAT) was employed to unpack group dynamics in a Zambian university. Interactions in the learning spaces generated constraints, tensions, diversity, and affordances for both educators and students. The findings suggest that hybridity may be a resource in teaching acids-bases threshold concepts. Educators should understand students’ knowledge and cultural diversities. Researchers can investigate how students’ different acids-bases knowledge levels can promote success in chemistry.
... Threshold learning (Land et al., 2005;Land et al., 2010) characterizes liminal learning in terms of conceptual gateways as transformative (occasioning a significant shift in the perception of a subject), integrative (requiring the integration of a new understanding or way of thinking and practicing) and usually irreversible (unlikely to be forgotten or unlearned only through considerable effort). ...
... These conceptual gateways are often the points at which students experience difficulty and are often troublesome as they require a letting go of customary ways of seeing things, or prior familiar views (Land et al., 2005;Land et al., 2010). This transformation state entails a reformulation of the learner's meaning frame and an accompanying shift in the learner's ontology or subjectivity. ...
This research investigates instructional narrative interventions for transformative learning among high orality reliant peoples. Two research questions asked: “Does an oral strategy of radio drama in a participatory environment lead to significant changes in knowledge and beliefs,” with a hypothesis stating there would be significant positive changes; and “When listeners experience narrative transport can it affect receptivity leading to knowledge and belief change,” and the hypothesis stated that narrative transport would correlate to higher positive responses. The mixed methods design analyzed personal experiences and survey responses of treatment group and control groups. Quantitatively I assessed a treatment group using a matched pre/posttest survey related to learning goals and the Transportation Imagery Survey. The qualitative data was gathered in focus groups and personal interviews. The findings showed a significant change in treatment group in knowledge and beliefs (40%). The treatment group also scored 74% correct answers in contrast to the posttest only survey control group of 56%. The additional modified Transportation Imagery Survey (TMS) assessed the treatment group’s level of transport into the narrative (6.1/7) and a positive correlation (.65) to the change in answers for the posttest. The study presents relevant considerations for instructional communication designers and professionals serving higher orality reliant audiences and the power of participatory narrative instruction constructing healthier knowledge and beliefs.
KEYWORDS: Orality, Narrative, Transformative Learning, Transportation Imagery Model, Participatory Communication, Orphan Caregiver Training
... Identifying and traversing these liminal spaces is at the heart of the University of Minnesota's WEC model. To theorize this space, we turn to the educational literature of threshold concepts, driven by the efforts of Meyer and Land Meyer et al., 2010) and extended by Adler-Kassner and Wardle in their edited volumes, Naming What We Know: Threshold Concepts of Writing Studies (2015) and (Re)considering what We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (2019). A number of international conferences and a quickly expanding bibliography (https://www.ee.ucl. ...
... Throughout the threshold concept literature Meyer et al., 2010), liminality is a complex term used to describe a condition or space that learners move through as they acquire new conceptual understanding. As such, this movement is characterized as transitional, fraught with uncertainty, characterized by imitation, mimicry, frustration, and resistance, and marked by a sense of loss. ...
... The process of role transition is complete when the stabilisation phase is reached. Meyer et al's (2010) work on 'Threshold concepts and troublesome knowledge' helped to further my understanding of the difficulty I was experiencing with my transition into the new role. They describe a threshold concept as something like a portal, an opening up into a transformed way of thinking. ...
The journey from midwifery practice to midwifery education is a well-established pathway. The challenges faced by clinicians making the transition from practice to education are well-documented (Dempsey 2007, Anderson 2009, Smith & Boyd 2012). My own early experience of this process was to make the naïve assumption that my years of accumulated knowledge and experience as a midwife would equip me well for teaching midwifery undergraduates in university. This error of judgement has prompted a great deal of reflection on the process of role transition.
... The development and appreciation of spatial awareness may serve as a threshold concept [140][141][142] as it is required to transform learner understanding of their prior study of biology using twodimensional textbook or web-based image resources into an appreciation of the three-dimensional arrangement of anatomy. ...
Anatomical body painting has traditionally been utilized to support learner engagement and understanding of surface anatomy. Learners apply two-dimensional representations of surface markings directly on to the skin, based on the identification of key landmarks. Esthetically satisfying representations of musculature and viscera can also be created. However, established body painting approaches do not typically address three-dimensional spatial anatomical concepts. Haptic Surface Painting (HSP) is a novel activity, distinct from traditional body painting, and aims to develop learner spatial awareness. The HSP process is underpinned by previous work describing how a Haptico-visual observation and drawing method can support spatial, holistic, and collaborative anatomy learning. In HSP, superficial and underlying musculoskeletal and vascular structures are located haptically by palpation. Transparent colors are then immediately applied to the skin using purposive and cross-contour drawing techniques to produce corresponding visual representations of learner observation and cognition. Undergraduate students at a United Kingdom medical school (n=7) participated in remote HSP workshops and focus groups. A phenomenological study of learner perspectives identified four themes from semantic qualitative analysis of transcripts: Three-dimensional haptico-visual exploration relating to learner spatial awareness of their own anatomy; cognitive freedom and accessibility provided by a flexible and empowering learning process; altered perspectives of anatomical detail, relationships, and clinical relevance; and delivery and context, relating to curricular integration, session format, and educator guidance. This work expands the pedagogic repertoire of anatomical body painting and has implications for anatomy educators seeking to integrate innovative, engaging, and effective learning approaches for transforming student learning.
... Naturally, issues of confidence and uncertainty remained, but these were often matched by an increased ability to engage meaningfully and constructively, in some respects demonstrating the 'cognitive presence' aspect of the CoI framework (Garrison and Arbaugh, 2007;Cleveland-Innes, 2020), possibly because of the enhanced sense of 'safe space'. This became a foundation upon which to explore Threshold Concepts (Meyer et al., 2010) related to the students' approaches to learning, given their greater openness to unpacking difficult aspects and willingness to change perceptions. The value of one-to-one interactions for engendering revelatory, breakthrough moments is well understood in LD, but online this seemed both more frequent and deepseated. ...
... Journal of Contemporary Issues in Education, 2022, 17 (2) Meyer, Land, and Baillie (2010) classify transversal insights by grouping them into three parts: extending the theory, conceptual transformations, and ontological transformations. Based on these researchers' assertions, transversality may be understood as comprising many systematic and theoretical institutional approaches. ...
This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to be problematized, critiqued, and contextualized according to the Global South HE settings in which it is applied. One of its key points in this regard is that SoTL has to question and critique the dominant epistemic practices and scholarly practices underpinning the curricula of Global South higher education institutions (HEIs), and through which students are framed in these HEIs. With reference to both decoloniality and transversality, the paper foregrounds components of SoTL that are aligned to these two approaches in a way that dismantles their hierarchical relations. Most importantly, it contends that transversality is capable of decentering Western truth claims in favor of polycentric epistemologies, frameworks, and methodologies that resonate with and that have applicability to the Global South.
... It is important to recognize that threshold concepts are building blocks for fostering understanding within a discipline [10]. It has long been a matter of concern to instructors in higher education because certain students "get stuck" at points in the curriculum whereas other students grasp the concepts with comparative ease [12]. ...
The purpose of this research was to identify “threshold” concepts in introductory statistics courses by surveying engineering students. Threshold concepts are those ideas that bind a subject together and are fundamental to the thinking and practice within a discipline. In this exploratory study, the aim was to answer the following questions: What are the learners’ assessments of the proposed threshold concepts? Based on the learners’ assessments, which of the four threshold characteristics best describes the selected threshold concepts? What are the final proposed threshold concepts that incorporate the learners’ perspectives? What is the perception held by learners about the theory’s impact on the learning and teaching processes? Using qualitative and quantitative exploratory analysis to answer these questions, all students in the College of Engineering and Applied Science who took one of the 29 sections of the course Introductory Statistics offered at the University of Colorado at Boulder were surveyed. The findings reveal there are differences in threshold concepts identified by instructors and learners. The learners added 11 concepts to the 18 proposed by the instructors as threshold concepts. Based on these inputs, a list of potential threshold concepts incorporating the two perspectives—that of instructor and that of learner—was created, and a framework of knowledge to support curriculum design was developed. An important suggestion for future research is to explore how to incorporate these threshold concepts in redesigning the syllabi of such courses, depending on the proposed framework.
... Teachers can answer the inventory and then analyze the recommendations, find open courses to improve, read, etc., according to their needs. We recommend that this be done with some colleagues for community spirit, as this will help provide support when crossing thresholds (Meyer et al., 2010). Changing one's praxis touches on professional identity and requires teachers to have support. ...
The knowledge society is not a final state; rather, it is a collective task that we all must work towards. This reflective report, conducted in a Scholarship of Teaching and Learning approach by a scholar who teaches research methods and has been reflecting on research method education for a number of years, is a contribution to this endeavor. Its purpose is to share praxis, in the Freiran sense, on Open Education and Open Science as public good and commons through a specific example of Open Educational Practice (OEP). The report’s first finding involves documenting that OEP and providing some conceptual tools and suggestions for scholars who would like to move towards Openness. Its second finding, rooted in a previous SNSF research project, focuses on epistemology to raise awareness on the importance of philosophical and historical approaches to education. Without this knowledge, scholars find themselves closed in models that they replicate without consciously considering the values and methods they convey. The report’s third finding is a model of the knowledge creation process that considers knowledge as commons and incorporates a theoretical framework of absences and emergences that encompasses ignorance, inspiration, imagination, creativity, and intuition. Einstein called these faculties “gifts,” and we argue that scholars should learn to leverage them within an overall open framework.
... In order to reflect on this exploration and change in my journey, I have gone back and read through some of my work from the taught modules of this EdD programme, including the reflective essays I wrote after each. Among the many scholars, theories and concepts that we engaged with in these modules, two stand out for me now at this stage of the journey: Meyer andLand's (2006, 2010) framework of threshold concepts and Barnacle's (2005) ideas about doctoral becoming. ...
Teachers across a wide range of educational, geographic and practice contexts are being confronted with technologies that have the potential to both disrupt and transform their classrooms, relationship to students, and their own understandings of themselves as professionals. As educational technologies become more integrated into the teaching and learning of English for Academic Purposes (EAP) at universities, developing better understandings of why and in what ways teachers implement and use them can support this integration in constructive ways for both teachers and learners.
This thesis explores the idea that interrogating teachers’ ideas about who they are, their identities, may shed light on how they perceive, engage with, and choose whether and to what extent to adopt technologies in the context of their educational practice. This approach may also be useful in supporting EAP teachers’ learning and integration of technology in ways that enhance their practice and relationships to students. Using Interpretative Phenomenological Analysis (IPA), this study explores the experiences of university EAP teachers using Moodle in their teaching practice. It seeks to develop a clearer understanding of the identities they construct within the context of the language centre of a large European research university. This research also explores the construct of identity as a means of understanding educational technology adoption and use, an approach that has not been widely explored to date, as well as the usefulness of IPA as a methodology suitable for interrogating such experiences within the field of Education.
Over the course of a single semester, six EAP teachers took part in focus groups and individual interviews and provided written narratives through which they shared their experiences and individual journeys, their aspirations, frustrations, and changes in their teaching practices. Using IPA data analysis, these narratives together were used to create idiographic sketches of each participant and to develop a detailed analysis of both convergence and divergence of themes across the participants. The study found that participants’ experience of educational technology is always viewed in light of their teaching practices and their relationships to students. It also suggests that professional precarity and beliefs in unsubstantiated myths such as the “digital native” may constitute barriers to teachers’ educational technology integration.
These findings support a useful role for identity, conceived as a holistic model incorporating various aspects of a teacher’s being and doing, in not only understanding but also supporting these technology-related practices. The results generate recommendations for practice, including first and foremost that professional learning and support for technology integration begin with teachers, their ideas about themselves, and their concrete practices rather than the technologies themselves.
Keywords: Educational Technology, English for Academic Purposes (EAP), Higher Education Teaching, Interpretative Phenomenological Analysis (IPA), Language Teacher Identity, Teacher Identity, Technology Integration
... Failure to understand the concepts would indicate that the student's difficulties with the course will persist, whilst mastering the concepts will open the student to an entirely new perspective and understanding of the course. Threshold concepts therefore serve as a gateway to mastering a course and they have been defined as learning concepts that signify "a transformed way of understanding, or interpreting, or viewing something, without which the learner cannot progress, and results in a reformulation of the learners' frame of meaning" (Land, Meyer, & Baillie, 2010). ...
... There, visual literacy is defined as: a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media that 'equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials (Association of College & Research Libraries, 2011). Several years after the release of the standards, librarians began integrating complex teaching and learning theories such as threshold concepts, authentic learning, metacognition, and metaliteracies into their praxis (Land et al., 2008(Land et al., , 2016Mackey & Jacobson, 2011Meyer & Land, 2005, 2010Wiggins & McTighe, 2005). This work is reflected in the 2016 ACRL Framework for Information Literacy for Higher Education (Framework) (Association of College & Research Libraries, 2016). ...
Visual literacy equips learners with the dispositions to critically create, analyse, use, and share visual information. As one component of a discerning, ethical citizenry, visual literacy has become more essential in a rapidly evolving information ecosystem. Against this backdrop, the current Association of College and Research Libraries Visual Literacy Task Force conducted qualitative research from 2019 to 2021, interviewing visual literacy and information literacy experts to identify emergent trends, challenges, and opportunities shaping visual literacy in the twenty-first century. The findings from this study broaden current understandings of visual literacy and empower learners, educators, and practitioners to critically create, share, evaluate, and use visuals in an ever-changing information landscape.
... These points represent both obstacles and significant opportunities for developing proficiency in conducting research (Feldon et al., 2017). These points, known as threshold concepts (Meyer et al., 2010), represent key knowledge elements that are challenging to attain and, once mastered, transform doctoral students' subsequent perspectives, enabling the further development of expertise. Thus, threshold concepts "can be akin to a portal, opening up a new and previously inaccessible way of thinking about something" (Meyer & Land, 2006, p. 3). ...
Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way. Existing research tends to focus on the identification of threshold concepts within undergraduate curricula as challenging concepts that prevent attainment of subsequent content until mastered. Recently, threshold concepts have likewise become a research focus at the level of doctoral studies. However, such research faces several limitations. First, the generalizability of findings in past research has been limited due to the relatively small numbers of participants in available studies. Second, it is not clear which specific skills are contingent upon mastery of identified threshold concepts, making it difficult to identify appropriate times for possible intervention. Third, threshold concepts observed across disciplines may or may not mask important nuances that apply within specific disciplinary contexts. The current study therefore employs a novel Bayesian knowledge tracing (BKT) approach to identify possible threshold concepts using a large data set from the biological sciences. Using rubric-scored samples of doctoral students’ sole-authored scholarly writing, we apply BKT as a strategy to identify potential threshold concepts by examining the ability of performance scores for specific research skills to predict score gains on other research skills. Findings demonstrate the effectiveness of this strategy, as well as convergence between results of the current study and more conventional, qualitative results identifying threshold concepts at the doctoral level.
... These great inspirational teachers seem to be extremely few; all but one of the physics Nobel Laureates interviewed were inspired either by Richard Feynman or by Enrico Fermi ). There are a few such great changes in our learning, signified by the notion of "threshold concepts" (Meyer et al., 2010). Threshold concepts also signify that learning is not a simple cumulative exercise; apart from adding further knowledge, our learning involves extending the meaning of already learned concepts, reinterpreting concepts, and removing concepts either as they are superseded by better ones or simply as we realize that they are wrong (usually we do not forget them; we remember that they are wrong for us). ...
Dr Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The book explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical book is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI, and draw their own conclusions rather than accept opinions from people with vested interest or an agenda.
... The conditions for such change may occur by accident or intentional plan, or may emerge from the natural rhythm of human life" (McWhinney & Markos, 2003: 21). Ray Land et al. (2010) also propose a three-level stage of transformation in threshold: Pre-liminal, Liminal and Post-liminal; where, the learner (subject) experience different types of features. They suggest that the subject encounters troublesome knowledge in the preliminal stage, where new concepts challenge his previous knowledge. ...
The learning approach to persuasion was considered obsolete following the emergence of new paradigms such as cognitive and constructive approaches. However, according to the evolutions of learning theories and especially the re-emergence of the connectivism paradigm, mainly due to what new technologies have provided, the learning approach to persuasion seems to have reappeared as a powerful approach that has a lot to offer yet. Based on research conducted on transformative learning patterns and algorithms, this paper investigates: i) the applicability of using the patterns and algorithms as well as techniques developed in the transformative learning approach for transformative persuasion, ii) how media can be used in the transformation process. The components of a persuasive transformation model, the factors involved, and major elements of each factor are extracted by constructivist grounded theory (CGT), which is used for theory building, accumulating knowledge and experiences of scholars, practitioners, and experts in adult learning. We show how media can use these factors and elements and notions and techniques developed in transformative learning for the persuasive transformation of their respective audience. Borrowing the concepts of transformative learning concerning the states of mind of the adult students in different stages of the transformation process, we suggest how media can appropriately act in each stage to facilitate a transformation through persuasion.
... The authors in this special issue focus on young persons that are referred to as [a] emerging adults, [b] who are especially vulnerable, and [c] due to lack of qualifications. What I hope to do in this second scene of Act 2 in my narrative is to further problematize the use of these terms (emerging, vulnerable, and unqualified), all three of which can be characterized as "threshold concepts" (Land et al., 2010), an example of "liminality"-that in-between space that troubles and unsettles, requiring a shift in habitual understanding. In doing so, my intention is to add complementary layers of analyses to the ones provided by the contributors to this special issue. ...
This paper engages with and reacts to the five papers authored by the UNITWIN research teams responsible for this special issue. It highlights some of the key concepts, themes, and analyses in regard to prolonged transitions and decent work, weaving them together while offering a series of reflections about them. In so doing, this paper adopts a social justice lens and deploys critical social science perspectives in order to make sense of the trials and tribulations faced by low qualified, emerging adults under the long shadow of neoliberalism. Such an approach enables a contrapuntal reading of the papers under consideration, with a view to generating fresh insights on contemporary transitions in both developed and developing country contexts. These reflections seek to further enrich a powerful and compelling set of papers by adding complementary layers of analyses, providing pointers to renewed policy and practice.
... In situating this article within the emerging trans geographies literature, I seek to challenge the spatial limits of pedagogy as well as the pedagogic capacities of universities. I begin by offering the notion of a "pedagogical pause" as a trans spatiotemporal interruption-a threshold-to the familiar and visible pathway, that facilitates reorienting to invisible and often unfamiliar openings-the voids-as alternative pathways to "transformational learning" [emphasis added] (Meyer, Land, and Baillie 2010). ...
In fast-paced and continuously demanding neoliberalizing academic environments, this article proposes 'pedagogical pause' as an important trans-pedagogical tool to disrupt cis-heteronormativity in/of post-secondary institutions. This article discusses three micro-spaces of learning outside of classrooms (communication on listservs, work on picket lines, and navigation of hallways) to argue that as virtual, temporal-political, and multi-functional spaces, respectively, these micro-spaces of learning are critical liminal spaces that hold the unexplored potential for trans-pedagogy and yet, are constant sites of misgendering. In addressing such micro-liminal spaces of learning (and misgendering), a trans perspective can challenge both the spatial limits of pedagogy and the pedagogic capacities of universities. The article deploys a critical trans-disciplinary approach to reflect on un/heard and in/visible dimensions of everyday trans discrimination and trans expression in post-secondary institutes.
... This third movement ensures that the created safe spot does not become a jail, and that borders can be overstepped. The safe spot offers Rosie a liminal space for 'becoming Rosie', in a complex entangled way (Land, Meyer & Baillie, 2010). Rosie creates her own territory for change and discovery, starting from the playhouse where she can hide, and then growing to take part in the circle moment shared with the class group. ...
... It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress". TCs have attracted increased interest in the scholarship of teaching and learning (Nicola-Richmond, Pépin, Larkin & Taylor 2018), as they are believed to have a strong impact on learning, which can often have a transformational effect on students (Meyer, Land & Baillie 2010;Monk et al. 2012;Perkins 2008). Research has been conducted to identify TCs and their usefulness in a variety of disciplines and other areas such as problem-solving (Wismath, Orr & Mackay 2015) and even doctoral study (Kiley 2009). ...
This paper seeks to identify threshold concepts in academic reading. It builds on existing research on the subject by working in collaboration with three groups of academic readers (1: academic staff and subject lecturers; 2: learning developers and librarians; 3: students) to co-identify a list of potential threshold concepts of academic reading. The Delphi Method was used to build a consensus between the different groups. Throughout the study, participants were invited to suggest and discuss threshold concepts across three rounds of asynchronous online surveys, which resulted in the identification of eight threshold concepts. It is hoped that these threshold concepts will enable and empower the teaching and learning of academic reading in a more transparent and explicit way.
... As illustrated in Figure 1, the journey towards a threshold concept experience can be separated into three stagespre-liminal, liminal, and post-liminal, with much of the difficulty and learning occurring within the liminal phase (Cousin, 2006b, a, Meyer and Land, 2006, Meyer et al., 2010. This is where the learner engages in a tussle between what they think they know, and what they now know, or are on the path to knowing, after encountering the troublesome knowledge in the pre-liminal phase (Vivian et al., 2014, Irving et al., 2019. ...
In this paper, we discuss how a quantitative methodological approach underpinned by an interpretivist philosophical position has been adopted for studying threshold concepts in autistic adults. An emergent research design has included the use of autoethnography, interviews about lived experience, and social network analysis to build a rich, meaningful picture of self-acceptance and finding a sense of belonging. We discuss how and why the approach evolved at each stage of the research, and why we believe quantitative methods should not automatically be discounted by interpretivist researchers. An argument in support of using all available and suitable methods, rather than imposing arbitrary restrictions on what a philosophical position allows, is made. Through discussing how each method added to the richness of the research, and enabled insights which would not have been possible otherwise, we explore the importance of pursuing good research, whichever form the data may take.
... Consequently, the circumstances in which teachers adopt a particular mindset also need to be explored. Is the growth mindset a threshold concept in the sense that once made explicit, a new perspective opens up leading to a transformed way of understanding and acting (Meyer et al. 2009), or are learners at risk for reverting to the fixed mindset? Answering these questions will be key to fully realizing the benefits of CBME. ...
The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learning and progression to competence and to develop skills for lifelong learning. Aligned with this emerging area is an interest in Dweck’s self theory and the concept of the growth mindset. The growth mindset is an implicit belief held by an individual that intelligence and abilities are changeable, rather than fixed and immutable. In this paper, we present an overview of the growth mindset and how it aligns with the goals of CBME. We describe the challenges associated with shifting away from the fixed mindset of most traditional medical education assumptions and practices and discuss potential solutions and strategies at the individual, relational, and systems levels. Finally, we present future directions for research to better understand the growth mindset in the context of CBME.
... At the same time 'heterotopia', which consists of divergent opinions and conceptions of the topic at hand, can contribute to alternate and elaborate understandings of the threshold concept. In the third post-liminal consequential step, an understanding of a threshold concept is expressed (Cousin, 2006;Meyer and Land, 2005;Meyer et al., 2010). ...
Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.
This article explores how librarians serving, or considering serving, as undergraduate academic advisors can enhance their advising practice by applying professional competencies in academic advising in conjunction with standards in librarianship. It situates the current study in the context of the existing literature, highlights alignments between the standards for academic advising and librarianship, and provides a narrative of the librarian as academic advisor. It elucidates the mutually beneficial nature of standards for librarianship and advising and examines how librarian-advisors can use them to inform their professional development, enhance their advising skills, and better facilitate student success in both the librarian and advisor role. The study offers recommendations for future research into how librarian-advisors can leverage professional standards from both fields to improve advising practice.
This ongoing study builds on previous work that established a theoretical model for developing search expertise; this model then guided the design of an MLIS course on advanced search methods. To further enrich the course content, the design included a look-back at 1970s design decisions affecting search engines and a look-forward from challenges in today’s information landscape, such as algorithmic bias, filter bubbles, and market-driven results ranking. The study is evaluating the new course by analyzing peer-to-peer discourse in online discussion forums, using template analysis methodology. This paper reports on the analytical processes being used, preliminary results, and next steps.
In der Wissenschaft sind Erkenntnisziele, aber auch ein spezieller Weltaufschluss angelegt. Diesen zu vermitteln, ist Aufgabe der Wissenschaftsdidaktik. Was aber bedeutet es, Wissenschaft institutionell zu einem Gegenstand des Lehrens und Lernens zu machen? Die Beitragenden des Bandes liefern eine disziplinenübergreifende Einführung in die Wissenschaftsdidaktik, die sich mit grundlegenden konzeptionellen Fragen sowie Einordnungs- und Deutungsversuchen aus verschiedenen Perspektiven befasst. Hochschullehrende sowie praktisch und forschend tätige Personen in der Bildungswissenschaft finden hier leichten Zugang zur Wissenschaftsdidaktik und ihren innovativen Erkenntnispotenzialen.
This article proposes that understanding information literacy as a social practice is a threshold concept for academic information literacy librarians. While the social nature of information literacy has been theorized for more than 25 years, the noted theory-to-practice gap in this area suggests a new question to be raised. This study explores how practicing academic librarians come to adopt this understanding, if at all. The article reports on the development of a grounded theory to explain the theory-to-practice gap. Participants were 17 academic instruction librarians who participated in interviews. A grounded theory approach was used to analyze the data and found that a threshold concept might explain a shift from seeing information literacy as skills-based to practice-based. Implications for LIS education include explicit discussion of this threshold concept as well as including the related concept of information landscapes in the LIS curriculum.
Der Beitrag stellt das Threshold Concept Framework (TCF) vor
und zeigt auf, wie es wissenschaftsdidaktische Fragestellungen bereichern kann. Das
TCF bietet einen Erklärungsansatz, wie sich der Zugang zu Wissenschaft und wissen-
schaftlichen Disziplinen als Aneignungsprozess von Begriffen und als Konstruktion in-
dividueller und intersubjektiver Begriffsräume verstehen lässt. Über die Identifikati-
on von Schwellenkonzepten kann der Ansatz Hochschullehrenden zudem eine wissen-
schaftlich reflektierende Auseinandersetzung mit dem eigenen Fach ermöglichen und ei-
nen fruchtbaren Austausch von Lehrenden, Hochschuldidaktiker:innen und Studieren-
den befördern. Als mögliche Anknüpfungspunkte für die Wissenschaftsdidaktik werden
insbesondere das transformative Potential von Threshold Concepts, ihre Rolle in profes-
sionellen Lehr-/Lerngemeinschaften sowie der ihnen inhärente Umgang mit unsiche-
rem Wissen und Ungewissheit(en) genauer betrachtet.
This poster will describe a dissertation project that consisted of a questionnaire and interview phase followed by a focus group and semi structured diary phase. This project investigated the theory‐to‐practice gap in seeing information literacy as a socially constructed practice among academic instruction librarians. Phase one consisted of 17 interviews that were coded and analyzed using grounded theory approaches. The second phase of the research introduced the resulting grounded theory to new participants. The participants then took part in two focus groups, one at the start of the semester and one at the end of the fall 2021 semester. Between the two focus groups participants completed semi structured diary entries related to their instruction sessions. Grounded theory approaches were used to modify the original theory into the current iteration.
Doctorate graduates are expected to contribute original knowledge and possess advanced skills essential for addressing complex problems. Embedding doctorateness in doctorate programmes could help ensure that the productivity of doctoral research is explicitly demonstrated. Doctorateness represents independent scholarship, the transition from knowledge consumption to knowledge creation , original scholarly contribution, and research integrity. A research proposal is the backbone of a doctoral journey, as it acts as an academic development plan for supervisors and students. Hence, understanding the role of supervisors in enabling doctorateness in preparing a research proposal is essential for improving student satisfaction and competencies in their academic development. Here, we develop a framework for facilitating docto-rateness in preparing a research proposal and provide recommendations on supervisor functions.
We are focused on identifying concepts that transcend just building blocks (core concepts) of pharmacology. Identification of these crucial learning bottlenecks helps to transform learners’ ways of reasoning & viewing the discipline. Moreover, these concepts influence learners’ ways of thinking & practicing within specific disciplinary discourses.
The possibility for enacting transformative practices in Physical Education Teacher Education (PETE) is shaped by the social, political, and material landscape. However, it is vital we acknowledge our contributing role as PETE lecturers in this shaping process. This paper presents the authors study of their critical friendship aimed at making sense of transformative practices in PETE. The voices of recently graduated teachers telling us how they interpret and enact transformative practice are examined using a hermeneutic lens, to demonstrate our shared response and subsequent attempts to make sense of our own teaching practice. This work highlights the liminality and contradictions that both students and lecturers experience in PETE, and we are reminded that continual interrogation and exploration of the lecturer’s role is essential; especially when the work of being transformative in PETE actively encourages students to do the same. We suggest this requires not only the time and space needed for introspection; but moreover, the requisite willingness and vulnerability required to consider the teacher educator’s role in how students come to construct knowledge. Those within PETE should consider the use of dialogic conversations in transformative practice, not only for support, but for critically evolving practice and understanding of the profession.
Each teacher can experience it every day: students come to science courses with prior knowledge which can act both as building blocks and as obstacles for new learning. It is widely acknowledged that preconceptions are present at both pre-university and university level, in particular in general physics education. These preconceptions may constitute important obstacles to learning since, successfully used in past experiences and contexts, they are considered as a priori ’always true’ by their owners and are then really difficult to overcome.
As engineering teachers at university level, our practices in electricity, electromagnetism and electronics have offered many opportunities (questions in class, lab sessions, exam marking, etc) to realise that our specific context was not immune to this phenomenon. Despite our intuitive efforts and questionings about our teaching approach and material, we have been each year facing repetitive unexpected ‘mistakes’ from students in the context of electricity courses dedicated to second-year engineering students at Université Libre de Bruxelles (ULB). Frustrated that we were not able to get the messages across effectively to students and motivated by the scarcity of published works in our specific niche, we decided to investigate areas in science education related to the teaching situations and issues we used to face.
This thesis was the opportunity to explore the field (model-based learning, conceptual change, epistemological obstacle and pre/misconception) with the aim to improve our understanding, practices and teaching material. One intuitive ’to-be-tested’ idea acted as a starting point: switching the focus from the models themselves, i.e. the substances and subjects we use to learn and teach, to another central concept around which this whole piece of research is gravitating: what we call the domains of validity associated with those models, i.e. the range of situations in which they can be appropriately used and applied regarding the related context and desired outcomes.
By embracing a two-component view of knowledge (considered as the association of a model and a DoV), we propose a new theoretical framework: the Domain of Validity Framework (or DoV framework). This framework explains the obstacle to learning as an overgeneralised DoV. It is specifically designed for developing teaching strategies and for use in the field, with the aim of helping teachers to trigger the overcoming of students’ preconceptions. The instructional techniques derived from this practice-oriented framework confront students with a paradoxical situation so that the student realises the limits of the original DoV and subsequently both searches for a new model and reduces the domain of validity of the original model. This instructional model also emphasises the importance of teaching not just models, but their domains of validity and, then, also means being explicit about the two components of knowledge.
A series of studies integrated to a mixed methods research design has been built to assess the usefulness and effectiveness of our ideas and new framework to help teachers both diagnosing students’ learning obstacles and conceiving teaching strategies, methods and tools to help students to overcome such obstacles. Those studies include analyses of past examinations (summative assessments) and lab tests (formative assessments), the conception and impact analysis of new exercises and lab sessions with pre/post-tests research design, a qualitative inquiry based on student’s interviews, a case study based on the history of Maxwell’s discoveries and an autonomous educational web app aiming to help students overcome their preconceptions in electricity and in basic mechanics.
Wherever we tested it, the implementation of the DoV framework through studies have shown interesting results. Investigating the implications of the concept of Domain of Validity (or DoV) regarding the literature, we have demonstrated the integrative power of our theory in relation to other scientific constructs related to prior knowledge, firstly by resolving apparent oppositions between these constructs, and secondly by redefining (or at least linking with our model) known terms using a small set of precisely defined terms. We have shown that engineering students at university level make mistakes in electricity partly on account of preconceptions they experience in that field, but also highlighted that their preconceptions are mostly different than those provided by the literature. Characterised by its ability to help teachers develop new techniques, the DoV framework has also proven to be a useful and ready-to-use tool for teachers to diagnose difficult-to-overcome students’ learning barriers, to build effective teaching strategies and methods as well as to reconsider the chronological sequence of the contents to be taught.
As experiences and results have been gained, the framework has continued to evolve through iterations and exchanges between the theoretical and on-the-field levels, progressively integrating incremental enhancements opening new doors, new understanding and new applications. It also unveiled some unexpected, interesting and surprising concerns and questions we tried to address, such as the transposition of the DoV framework from a conceptual to a methodological level or the seemingly high interconnectedness existing between our ease to overcome a learning obstacle and our ability to diversify and switch between different modes of representation we use to describe phenomena or situations.
Although we claim that our theory has high integrative power and applicability, it has its own domain of validity like any other model. It does not address all the issues related to prior knowledge and conceptual change. While we have given an example from and tested the theory in our field of electrical engineering, further research is needed to demonstrate its broad applicability across fields of science, the effectiveness of different teaching strategies based on the theory, the relationship with other theories, and the socio-cultural, emotional and affective dimensions of overcoming DoV-based preconceptions.
A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final-year students experienced anxiety and a lack of confidence towards their impending transition into professional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their existing skillsets to approach the market. There is an evidence base that as graduates the ‘lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn.
In den der kumulativen Dissertation zugrundeliegenden labordidaktischen Forschungsarbeiten wurden folgende drei übergeordneten Forschungsfragen bearbeitet: Vor welchen aktuellen und zukünftigen Herausforderungen steht das Lehren und Lernen in ingenieurwissenschaftlichen Fachlaboren? Wie lässt sich das Lehren und Lernen in den Fachlaboren theoretisch fassen und empirisch untersuchen? Wie lässt sich die Laborlehre anwendungs- und kompetenzorientierter gestalten, um den identifizierten Herausforderungen möglichst wirksam begegnen zu können? Als Ausgangspunkt der labordidaktischen Forschungen wurde das Fachlabor zunächst als eine labordidaktisch vernachlässigte Situation identifiziert und in der Folge als Desiderat der ingenieurwissenschaftlichen Lehre und der Ingenieurdidaktik gekennzeichnet. Daran anschließend wurde die multiple Triangulation als übergeordnetes und integrierendes Forschungsdesign der kumulierten Einzelstudien herausgearbeitet und theoretisch fundiert. Eigentliches Ziel des Kumulus war es, sieben in unterschiedlichen Forschungsdesigns entstandene Veröffentlichungen nachträglich in ein Bigger Picture so einzuordnen, dass eben genau dies im Prozess des Einordnens entsteht: ein Bigger Picture als Forschungsprogramm unter dem Label einer im Werden befindlichen Labordidaktik der Ingenieurwissenschaften. Dabei sind berufliche Handlungskompetenz, Ingenieurkreativität, Lernen und Arbeiten 4.0, Innovation und Entrepreneurship und die damit in Verbindung stehende emotionale Bewältigung von Herausforderungen als labordidaktische Dimensionen herausgearbeitet worden, mit denen es möglich ist, eine zukunftsfähige kompetenzorientierte Laborausbildung entwickeln zu können.
Cross-curricularity is being implemented in the upper secondary school curriculum reform in Finland. This study investigates changes in conceptual constructs when studying humans and humanity from the points of view of six school subjects (biology, physics, physical education, philosophy, psychology and arts) in a pilot study unit. We found evidence of changes in conceptual constructs with vast individual differences. Learners with a mastery goal orientation manifested conceptual change, belief revision and threshold concepts the most. “Learning deepened by autonomy” was the dominant narrative in the students’ narrative interviews. Two counternarratives, “struggling with motivation and schedule” and “active communicator with poor effort regulation”, in which learners’ self-regulated learning skills were poorer, were also identified.
Learning the essential concepts and skills of information architecture (IA) has the potential to not only significantly extend the abilities of practicing library and information science (LIS) professionals, but also to evolve their professional identities and envisioned career opportunities. An online course on IA was designed around: the principles of threshold concepts, practical knowledge for the workplace, and professional ‘soft’ skills, such as collaboration and basic project management. The primary objective for the course was creating experiences for students in which they could discover and engage with critical concepts in IA and to collaborate with their peers to design content-rich and user-centred websites. The learning experiences of two sections of the course (n= 32) were studied, through questionnaires and reflective writings, and analysed thematically. The outcome was that, in learning information architecture concepts, and acquiring and applying the concepts and tools to do information architecture work, the students did more than acquire new professional skillsets; they also evolved in their professional identities.
Die Ingenieurwissenschaften stehen weiterhin vor der Herausforderung, mit der Gestaltung von innovativen studierendenzentrierten Lehrangeboten auf sich stark ändernde globale Rahmenbedingungen zu reagieren und gleichzeitig die Attraktivität ihrer Studienangebote zu verbessern. Ziel dieses Beitrags ist es, (1) die in diesem Kontext entstehenden Schwierigkeiten, insbesondere bei studentischen Zielgruppen mit stark heterogener Mathematikkompetenz, forschungsbasiert zu erheben und zu adressieren sowie (2) theoriefundierte Interventionsansätze zu deren Überwindung vorzustellen. Zu (1) wird die studierendenzentrierte Lehrentwicklung in den Forschungsdiskurs um die mathematische Kompetenz mit Fachbezug zu den Ingenieurwissenschaften eingebettet, weiterhin wird mit dem Modell der Didaktischen Rekonstruktion ein darauf ausgerichteter Forschungsrahmen vorgestellt. Ausgehend von der theoretischen und methodischen Fundierung werden (2) die Entwicklung und Umsetzung der Lehrinnovationen anhand zweier stoffdidaktischer Analysen aufgezeigt, die die enge Verzahnung von mathematischer und ingenieurwissenschaftlicher Theorie und Praxis an Lehrbeispielen und Experimenten transparent machen. Abschließend werden Erkenntnisse aus der Umsetzung vorgestellt, der Einfluss auf die curriculare Entwicklung innerhalb des Ingenieurstudiums diskutiert sowie ein Ausblick auf weitere Forschungsdesiderate und mögliche Weiterentwicklungen gegeben. So wird neben neuen theoretischen Erkenntnissen ein Beitrag zur Verbesserung der ingenieurwissenschaftlichen Lehrpraxis geleistet.
This chapter illustrates an innovative and easily adoptable approach to ensuring assessment is constructively aligned to course content and intended learning outcomes in foreign language teaching. Referring to two small-scale case studies in UK universities, this chapter presents the PRIME model of assessment design. This holistic and process-driven approach to assessment, in which the content and format of assessment is developed alongside the content and learning outcomes of the course, guides students towards becoming reflective language learners and creates greater learner autonomy. Grounded in, but not exclusive to, the academic standards for higher education in the UK, and in current research into the place and purpose of assessment in undergraduate courses, this chapter illustrates an approach adopted to create meaningful assessment in language degree programmes.
This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are “troublesome knowledge” within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as they confront new knowledge that connects them to transformative, irreversible, and integrative understandings. In response to a call for expanding pedagogical content knowledge of threshold concepts in teacher education, we propose the use of threshold concepts as a pedagogical tool to structure methods courses in order to facilitate the growth of PSTs’ working racial knowledge. We provide the study of redlining as an exemplar of how to promote the threshold concept of structural racism toward developing PSTs’ antiracist dispositions.
This article explores “threshold concepts” in North American religious studies undergraduate education. The threshold concepts approach concentrates on how certain concepts or learning experiences can act like the threshold of a doorway that opens onto a new perspective for the learner. Crucially, they come into play in learning to think like a professional within a discipline. Little work has been done on threshold concepts in religious studies. In this article I explore what threshold concepts might be central to it. I also distinguish religious studies as a “nodal” discipline, in contrast to “sequential” ones, and describe how threshold concepts function in a nodal curriculum differently than they do in a sequential one. Drawing on the Scholarship of Teaching and Learning literature, plus my own focus group data from religious studies faculty and students, I argue that the threshold concepts approach is useful for religious studies professors examining what concepts should be at the heart of our curricula and what it means to “think like a religious studies scholar.”
ResearchGate has not been able to resolve any references for this publication.