The changing face of education
Due to the rapid and ever evolving advancements of technology, learning spaces of the 21st century are networks of diverse connections. Learners are no longer being directed along a lineal path for the purposes of finding a career. Because, quite simply, as Ken Robinson (Ted, 2006) points out , the careers of students today have yet to be created. The challenges facing young people as they become adults are more complex and demanding than ever before (Bentley, 2012) Therefore, in order to equip our students to be future global citizens, lets become educational innovators, lets rethink and adapt our pedagogical strategies, make changes to our classroom and school spaces, adopt forgotten, and explore new, cultural approaches, whilst immersing ourselves in e-space connections. We will address the challenges and strengths of: learning in the e-space; personal learning journeys and the influences of the liminal space; learning experiences both in and beyond the classroom; and cooperative and collaborative cultural approaches.
Liminal spaces and Threshold Concepts
In teaching and learning we are constantly navigating the delivery and understanding of new and difficult concepts, 'threshold concepts' as titled by Myer and Land (2003). A threshold concept is the doorway to new ways of thinking and understanding something that previously eluded the learners comprehension (Myer and Land, 2003)
Part of the challenge for teachers is identifying threshold concepts, understanding how students experience them and then adjusting learning experiences to suit. (McCartney et al, 2009) Often learning thresholds are when students are experiencing difficulty with 'troublesome knowledge' (Meyer, Land and Bailie, 2010)
The other part of the challenge is allowing incubation time. McCartney et al (2009) state that threshold concepts are rarely achieved or 'mastered' on cue. Learners need time to transition there understandings, beliefs or ideas, this passage of time is spent in the 'liminal space' (Mcartney, et al, 2009) The word 'liminal' comes from the Latin word, limens, meaning literally, 'threshold'. A liminal space is a place of transition, waiting and incubating.
For students this can be especially challenging during a time when they are unable to make connections on core content or 'building blocks' of a subject, hindering their progress. (Myer and Land 2003). Existing in the liminal space can be an anxious and uncomfortable time for a learner. They may:
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take time fluctuating between old and new concepts. (Southern Cross University (SCU), 2015)
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Need emotional support (McCartney, et al, 2009)
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Require specifically designed learning experiences (SCU, 2015)
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Substitute mimicry until achieving mastery (SCU, 2015)
However, if we consider the properties of a threshold concept, we may come to understand the significant positive implications for teaching and learning.
Threshold concepts are:
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Transformative: once understood they can give a learner new perspective, possibly requiring the learner to restructure their values, beliefs or feelings about a subject. (Myer and Land, 2003)
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Irreversible: Once a change of perspective or new understanding is achieved, it is unlikely to be forgotten due to the prior discomfort in the limnal space. (Myer and Land, 2003)
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Integrative: Knowledge or concept connections become known by the learner, when previously they were unable to see a link (McCartney, et al, 2009)
