A threshold concepts focus to curriculum design: supporting student learning through application of variation theory

Akerlind, G; McKenzie, JA; Lupton, M

A threshold concepts focus to curriculum design: supporting student learning through application of variation theory

Akerlind, G McKenzie, JA

Lupton, M

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Publisher:: Australian Learning and Teaching Council
Publication Type:: Report
Citation:: 2011, pp. 1 - 136
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Akerlind, G	en_US
dc.contributor.author	McKenzie, JA https://orcid.org/0000-0003-0681-4366	en_US
dc.contributor.author	Lupton, M	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	2011, pp. 1 - 136	en_US
dc.identifier.uri	http://hdl.handle.net/10453/19462
dc.description.abstract	The report describes the development and testing of a research-informed curriculum model aimed at improving students' learning of threshold concepts. The project used phenomenographic action research and the variation theory of learning to develop and trial the model with collaboration from three institutional partners.	en_US
dc.publisher	Australian Learning and Teaching Council	en_US
dc.title	A threshold concepts focus to curriculum design: supporting student learning through application of variation theory	en_US
dc.type	Report
utslib.location	Australia	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.confidential	false	en_US
pubs.place-of-publication	Australia	en_US

Abstract:

The report describes the development and testing of a research-informed curriculum model aimed at improving students' learning of threshold concepts. The project used phenomenographic action research and the variation theory of learning to develop and trial the model with collaboration from three institutional partners.

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http://hdl.handle.net/10453/19462