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首页> 外文会议>International Technology, Education and Development Conference >(1028) TURBOCHARGING THE JOURNEY INTO THE LIMINAL SPACE AND BEYOND
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(1028) TURBOCHARGING THE JOURNEY INTO THE LIMINAL SPACE AND BEYOND

机译：（1028）涡轮增压到疆界空间和超越的旅程

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In the last decade, tertiary educational environments have needed to accommodate increasing student numbers [1]. In the context of large group teaching, the challenge for educators is to re-think learning environments and delivery methods such that a student-educator partnership approach is adopted, resulting in deep learning and debate rather than the delivery of a service thereby invalidating the viewpoint that a degree is a commodity rather than a set of skills. [2] states that “students have long experienced a tension between approaching learning with an internal drive for self-development and the external requirement to have the right amount and type of knowledge to operate in the market”. Notwithstanding, it is easy for students to fall into a passive role, leaving the educator bearing this responsibility or guidance. [3] recognises that active teaching in large groups has many challenges but concludes that these challenges can be overcome with educators and students working in partnership with a common focus. Whilst the approaches which are used to encourage and foster engagement differ, the authors assert that a pre requisite to deep learning is engagement; a common theme weaving through paradigms such as Active learning, Constructivism, the Flipped classroom etc. [4] contend that formal and informal settings allow educators to develop more opportunities for dialog, which can result in greater learner engagement. [5] argues that the educator needs to create a framework of engagement, so that students are encouraged to spend time in what is known as the Liminal space i.e. the learning journey in the process of mastering a threshold concept (and thereby learning). However, the journey through the Liminal space can either be a positive or negative experience [6]. The length of time spent negotiating this space can be correlated to the type of relationship that exists between the learner and the educator. The student may experience increased insecurities and doubts as they journey through the Liminal space [7]. Rethinking curriculum design and placing the student at the centre of the design process is an instrument to both invite students to enter Liminal spaces and dampen negative experiences thereof. In this paper, the authors present the results of a student perception survey of 61 postgraduate and undergraduate students (from multicultural backgrounds). The purpose of this survey was to (1) determine their expectation level prior to taking the Lean Systems module and (2) elicit whether or not the classroom based curriculum redesign and delivery methods, both met their expectations and facilitated them in easing their transition through Liminal spaces in the mastery of related Threshold concepts. The authors will also outline the effectiveness of in-class activities which were used as portals or learning thresholds. Note : Anecdotal commentary from the students is presented in [].
机译：在过去的十年中，第三节教育环境需要适应增加的学生编号[1]。在大型教学的背景下，教育工作者的挑战是重新思考学习环境和交付方法，以便采用学生教育者伙伴关系方法，导致深入学习和辩论而不是交付服务，从而使这一服务无效学位是商品而不是一系列技能。 [2]所以“学生长期以来经历了接近学习与内部驱动器进行自我发展的紧张关系，以及在市场上有适当的金额和知识类型的外部要求”。尽管如此，学生很容易陷入被动作用，让教育者带来这种责任或指导。 [3]认识到大型群体的积极教学具有许多挑战，但总结说，这些挑战可以克服与共同焦点合作的教育工作者和学生。虽然用于鼓励和培养参与的方法不同，但提交人称，深入学习的先决条件是参与的通过范式诸如主动学习，建构主义，翻转的教室等的常见主题编织诸如正式和非正式的环境允许教育者为对话的机会开发更多，这可能导致更大的学习者参与。 [5]辩称，教育者需要创造一个参与框架，以便鼓励学生花时间在所谓的疆界空间中花费时间。在掌握阈值概念的过程中的学习之旅（从而学习）。然而，界限空间的旅程可以是正面或负面的经验[6]。协商该空间的时间长度可以与学习者和教育者之间存在的关系类型相关联。学生可能会在通过典型空间的旅程中遇到增加的不安全感和疑虑[7]。重新思考课程设计和将学生放置在设计过程中，是邀请学生进入限界空间和抑制其负面经验的乐器。本文介绍了61名研究生和本科生学生认知调查的结果（来自多元文化背景）。本次调查的目的是（1）在服用精益系统模块之前确定他们的期望水平和（2）引出基于课堂的课程重新设计和交付方法，都符合他们的期望，并促进了他们的过渡纯粹空间掌握相关门槛概念。作者还将概述课堂活动的有效性，这些活动被用作门户或学习门槛。注意：学生的轶事评论是介绍的[]。

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