A Threshold Concepts Focus to Curriculum Design: Supporting Student Learning through Application of Variation Theory

The project will use disciplinary action research, peer collaboration and a train-the-trainer process to develop, trial, evaluate and embed a theoretically-informed model of curriculum design based on 'Threshold Concepts' and 'Variation Theory'. Two teaching teams of Physics and Law lecturers from four universities will:

1. Identify Threshold Concepts relevant to first-year in their discipline.
2. Conduct action research on variation in student understanding of these concepts.
3. Co-design learning activities informed by this variation and the Variation Theory of learning.
4. Implement the design and assess learning outcomes.
5. Re-design learning activitiesbased on this theory and evidence.

The curriculum design process will then be replicated by each lecturer with two of their tutors/demonstrators in the design of a tutorial/lab.

Project outcomes will include:

1. Development and evaluation of a theoretically-informed model for curriculum design that uses practitioner action research, peer collaboration and sharing of curriculum practice to generate evidence-based improvemnets in student learning of disciplinary threshold concepts.
2. Trial of the modelin first-year Physics and Law courses, using a train-the-trainer approach that facilitates disciplinary dissemination and makes educational theory readily accessible.

Project Team

Dr Gerlese Akerlind, CEDAM, (Project Leader)
Dr Jo McKenzie, UTS
Dr Mandy Lupton, QUT
Prof Keith Trigwell, University of Sydney