{"title":"Ray Land","description":null,"products":[{"product_id":"threshold-concepts-in-practice-book-ray-land-9789463005104","title":"Threshold Concepts in Practice","description":"\u003ci\u003eThreshold Concepts in Practice\u003c\/i\u003e brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework.\u003cbr\u003e \u003cbr\u003e In any discipline, there are certain concepts--the 'jewels in the curriculum'--whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view.\u003cbr\u003e \u003cbr\u003e These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a 'liminal'state of transition, a 'betwixt and between'space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner's development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts.\u003cbr\u003e \u003cbr\u003e This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49541766775057,"sku":"GOR011244810","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9463005102.jpg?v=1768561188"},{"product_id":"educational-development-book-ray-land-9780335213283","title":"Educational Development","description":"·What do educational developers see as the main issues to be tackled within their work? · How does the educational context and culture in which they work affect the practice of educational developers? ·How do educational developers perceive change occurring within higher education organisations? In higher education institutions worldwide, issues relating to quality in teaching and learning have gained prominence over the last two decades as student numbers, and the need to be publicly accountable, have increased. During this time a sizeable community of educational developers has emerged whose work and research focuses on the enhancement of the student experience in higher education. A significant issue for these developers is how change can be effected in organisations with well-established academic cultures and practices, beset by many other priorities and pressures. This first book-length analysis of developers as a community of practice illustrates in their own words the issues they face, their differing orientations to development (given their differing organisational cultures), and how they see their institutional role. What emerges is the contested notion of ‘development’ itself, and a tribe of developers who, though fragmented, offer a rich variation in their discourse, identity and practice.Drawing upon developers’ own voices, the book offers a lively and accessible narrative approach to this rapidly evolving area. It is a useful guide to help individual developers compare their own practice with that of others, and development teams to map the effectiveness of their own centre’s provision. Educational Development is essential reading for educational developers, teaching and learning co-ordinators and teaching fellows, as well as senior managers with remits for academic development, and directors of quality assurance. It is also of interest to those in higher education who are concerned with bringing about organisational or cultural change.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49569723056401,"sku":"GOR006414844","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0335213286.jpg?v=1750940830"},{"product_id":"threshold-concepts-within-the-disciplines-book-ray-land-9789087902674","title":"Threshold Concepts within the Disciplines","description":"\u003ci\u003eThreshold Concepts within the Disciplines\u003c\/i\u003e brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education.\u003cbr\u003e \u003cbr\u003e The foundational principle of threshold concepts is that there are, in each discipline, 'conceptual gateways' or 'portals' that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them.\u003cbr\u003e \u003cbr\u003e Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research.\u003cbr\u003e \u003cbr\u003e Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important 'being and becoming' dimension of learning.\u003cbr\u003e \u003cbr\u003e Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers.\u003cbr\u003e \u003cbr\u003e The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50128299884817,"sku":"GOR006378631","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":52621264486673,"sku":"CIN9087902670G","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":53571201106193,"sku":"NLS9789087902674","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9087902670.jpg?v=1768563156"}],"url":"https:\/\/www.worldofbooks.com\/collections\/author-books-by-ray-land.oembed","provider":"World of Books ","version":"1.0","type":"link"}