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Showing posts with label threshold concepts. Show all posts
Showing posts with label threshold concepts. Show all posts
Saturday, 19 July 2014
Sunday, 13 July 2014
H2CM workshop at Threshold Concepts Conference 11th July 2014 Durham
Prior to the workshop I did not know how many people would be interested. In the end I had four attendees. With the session located in a large dining hall I had to improvise. I explained the model on paper sat in the middle. The presentation worked on the laptop, with a little swapping of seats for vision. As always with Hodges' model (I believe) the questions and discussion that ensues is primary engagement and this can mitigate environmental limitations. This is also why I believe Hodges' model is applicable to the global community.
I had twenty 2-sided A4 templates to hand-out. The format was as follows:
Where did I slip up? In at least three ways: I did not have my own feedback form. This is frustrating as I've used these routinely in sessions delivered in residential and nursing homes. I did not complete all the slides. We ran for 85 minutes starting 5 minutes later than intended. On reflection I could have attended for the two days as there were, some really relevant presentations on the Thursday also. I'm really grateful to the people who took part in the workshop. Their work included computer science, law, migration and mathematics.
They suggested I identify existing threshold concepts from the health and social care literature and relate these to Hodges' model. Another suggestion pointed to a pre-populated conceptual space using Hodges' model that can act a guide. I've wondered about this before in terms of how to avoid the care reduced to a checklist critique. Although lists play an evidence-based role in assuring safety and situational awareness, the check box mentality is viewed as undermining nursing and high quality personalised care? There is definitely scope for a paper combining #h2cm and threshold concepts.
The TEL course at Lancaster is proving a challenge as anticipated, because I do not have first-hand access to learning management systems and the more formal educational context. I am working on this with an ongoing secondment application, but I never hold my breath. Doing the TEL course is (also) a test, it forces me to focus and produce small studies and very quickly too. I had wondered about using the workshop to this end, but in light of very helpful supervision and discussion with peers online I directed attention to a semi-structured questionnaire and the reflective content of LMSs used by local students.
Significantly, the four participants in Durham is more than needed for a 4000 word study, so the workshop is a great experience and further 'demonstrator'.
I am still reflecting on the workshop and will be in touch with several people as a result. I would also like to thank the organisers for my being able to contribute. The slides will also be posted online soon. I will add some notes to act as instructions.
In 2016 the conference will be in Nova Scotia, when available I will add the updated link in the sidebar.
I had twenty 2-sided A4 templates to hand-out. The format was as follows:
- What is Hodges’ model?
- A concept sorting exercise
- A case study exercise
- Some examples of links to threshold concepts
- Q & A - discussion
- Feedback
Where did I slip up? In at least three ways: I did not have my own feedback form. This is frustrating as I've used these routinely in sessions delivered in residential and nursing homes. I did not complete all the slides. We ran for 85 minutes starting 5 minutes later than intended. On reflection I could have attended for the two days as there were, some really relevant presentations on the Thursday also. I'm really grateful to the people who took part in the workshop. Their work included computer science, law, migration and mathematics.
 |
| Durham from TC2014 website |
The TEL course at Lancaster is proving a challenge as anticipated, because I do not have first-hand access to learning management systems and the more formal educational context. I am working on this with an ongoing secondment application, but I never hold my breath. Doing the TEL course is (also) a test, it forces me to focus and produce small studies and very quickly too. I had wondered about using the workshop to this end, but in light of very helpful supervision and discussion with peers online I directed attention to a semi-structured questionnaire and the reflective content of LMSs used by local students.
Significantly, the four participants in Durham is more than needed for a 4000 word study, so the workshop is a great experience and further 'demonstrator'.
I am still reflecting on the workshop and will be in touch with several people as a result. I would also like to thank the organisers for my being able to contribute. The slides will also be posted online soon. I will add some notes to act as instructions.
In 2016 the conference will be in Nova Scotia, when available I will add the updated link in the sidebar.
Saturday, 10 November 2012
Two recent references informing my studies: Concept maps & Threshold concepts in mental health
These two references inform my study of Hodges' model:
Zubrinic, K., Kalpic, D., Milicevic, M. (2012). The automatic creation of concept maps from documents written using morphologically rich languages. Expert Systems with Applications. 39. 12709–12718.
Stacey, G., Stickley, T. (2012). Recovery as a threshold concept in mental health nurse education. Nurse Education Today. 32, 534–539.
I will post again soon with some thoughts on the above. If you can suggest other recent resources please get in touch.
And on a personal note ALL THE BEST TO DAN, KAREN & little ANNA too. 10.11.12 a day to remember.
Zubrinic, K., Kalpic, D., Milicevic, M. (2012). The automatic creation of concept maps from documents written using morphologically rich languages. Expert Systems with Applications. 39. 12709–12718.
Stacey, G., Stickley, T. (2012). Recovery as a threshold concept in mental health nurse education. Nurse Education Today. 32, 534–539.
I will post again soon with some thoughts on the above. If you can suggest other recent resources please get in touch.
And on a personal note ALL THE BEST TO DAN, KAREN & little ANNA too. 10.11.12 a day to remember.
Wednesday, 23 May 2012
PJ's project [iii]: Hodges' model An aide mémoire, or candidate Gärdenforsian conceptual space?
If you have a 'project' then chances are at some point you're going to commit it to paper as a text or Gantt chart...
Last November I posted an outline and some reflections about a project that I suppose has been a career in the making. This blog is part of the 'output': a channel that is open.
I am writing this in Lund, Sweden. The people, weather, the lilac and other scents on the breeze are a real joy. I'm here to attend the Conceptual Spaces at Work conference which starts tomorrow.
Part of the rationale for attending is to see if I've found a tree worthy of stressing my vocal cords over. If you compare the copy below with November then some changes should be apparent. For example, I wasn't aware of CSML back then. This conference is not so much about trying to fill in gaps, but finding them. Here is the latest listing:
Abstract
Preface
Introduction
1.1 Health and Social Care
1.2 Recurring Issues in Health and Social Care
2 Education
Introduction
2.1 Education in the 21st Century
2.2 Recurring Issues in Education
3 Nursing, Nursing Theory and Hodges' model
Introduction
3.1 Sciences, Medicine and Nursing Disciplines
3.2 Scope of Nursing Practice
3.3 The case for models of care: Simplification, speech, writing
3.4 Nursing Process
3.5 Data Initialisation In Nursing
3.6 Nursing Theory : All In The Mind?
3.7 Hodges' Health Career - Care Domains - Model
3.8 Problems With Models - Critique
3.9 Problems with Hodges' health career – care domains – model
4 Information
Introduction
4.1 Information, energy, records
4.2 Clinical Classification and Coding
5 Cognitive Science, Learning and Literacy, Computation
Introduction
5.1 Cognitive and Learning styles
5.2 Models, Contexts, Situations, the Project and (Darwinian) Justification
5.3 Forms of Literacy, Requirements and Socio-Technical Perspectives
5.4 Computation and Computer Graphics
5.5 Visual Software
5.6 Software Development, data, models, applications
5.7 Data Abstraction and Databases
5.8 Object Oriented Programming
5.9 Coding and Classification, Ontologies, RDF, Semantic Web
6 Gardenfors' Conceptual Spaces
Introduction
6.1 Representation, Explanation and Construction
6.2 Background on key research methods
6.3 Gärdenfors conceptual spaces - selected definitions
7 Hodges' model as a Conceptual Space
Introduction
7.1 Indicative Literature Review
7.2 H2CM, Data, Data, Data, (Data!) and research methods
7.3 Hodges’ model as a Conceptual Space
7.4 Quality dimensions – discrete vs continuous and confluent
8 Sandbox: Drupal, Ruby, CSML and SVG
Introduction
8.1 Scalable Vector Graphics (SVG): Web Graphics
8.2 Conceptual Space Markup Language (CSML)
8.3 Drupal: Open source content management system
8.4 Ruby
8.5 Domains and Domain Specific Languages
9 Closing Discussion: Values
Introduction
Figures
Tables
Acknowledgements
I would love to attend SVG Open - The Graphical Web in September, but I have to cut the cloth as a dad, boyfriend, and full-time nurse... This year, ten days unpaid leave will help me pursue this work. It's not that I can necessarily afford to sacrifice salary like this, but at present it suits the NHS and me.
As to the text there will be lots more changes to follow no doubt. Chapter 4 has latent emergent properties - I hope. One struggle is 'chapters' 1 & 2, which provide a background to healthcare and education; and the closing discussion. In C1 for example, the issues include person-centered care, multidisciplinary care, records, information. ... In a way they are also themes, it's finding the right descriptor. Actually, as I write perhaps this issues-themes thing is related to there being issues that are problems that have a solution if only we can find it?
It's a big ask, but C8 and reference to the sandbox says it all. Whether it is a case of issues, themes, or problems in nursing, health and social care it is values that count. I'm hoping there's a circle there that can be closed. Then the project really becomes a baton: and I can help pass it on ...
More to follow over the next few days.
Many thanks also to Rikard for the welcome at Hobykrok B&B and the loan of a power adapter!
Last November I posted an outline and some reflections about a project that I suppose has been a career in the making. This blog is part of the 'output': a channel that is open.
I am writing this in Lund, Sweden. The people, weather, the lilac and other scents on the breeze are a real joy. I'm here to attend the Conceptual Spaces at Work conference which starts tomorrow.
Part of the rationale for attending is to see if I've found a tree worthy of stressing my vocal cords over. If you compare the copy below with November then some changes should be apparent. For example, I wasn't aware of CSML back then. This conference is not so much about trying to fill in gaps, but finding them. Here is the latest listing:
Abstract
Preface
Introduction
1.1 Health and Social Care
1.2 Recurring Issues in Health and Social Care
2 Education
Introduction
2.1 Education in the 21st Century
2.2 Recurring Issues in Education
3 Nursing, Nursing Theory and Hodges' model
Introduction
3.1 Sciences, Medicine and Nursing Disciplines
3.2 Scope of Nursing Practice
3.3 The case for models of care: Simplification, speech, writing
3.4 Nursing Process
3.5 Data Initialisation In Nursing
3.6 Nursing Theory : All In The Mind?
3.7 Hodges' Health Career - Care Domains - Model
3.8 Problems With Models - Critique
3.9 Problems with Hodges' health career – care domains – model
4 Information
Introduction
4.1 Information, energy, records
4.2 Clinical Classification and Coding
5 Cognitive Science, Learning and Literacy, Computation
Introduction
5.1 Cognitive and Learning styles
5.2 Models, Contexts, Situations, the Project and (Darwinian) Justification
5.3 Forms of Literacy, Requirements and Socio-Technical Perspectives
5.4 Computation and Computer Graphics
5.5 Visual Software
5.6 Software Development, data, models, applications
5.7 Data Abstraction and Databases
5.8 Object Oriented Programming
5.9 Coding and Classification, Ontologies, RDF, Semantic Web
6 Gardenfors' Conceptual Spaces
Introduction
6.1 Representation, Explanation and Construction
6.2 Background on key research methods
6.3 Gärdenfors conceptual spaces - selected definitions
7 Hodges' model as a Conceptual Space
Introduction
7.1 Indicative Literature Review
7.2 H2CM, Data, Data, Data, (Data!) and research methods
7.3 Hodges’ model as a Conceptual Space
7.4 Quality dimensions – discrete vs continuous and confluent
8 Sandbox: Drupal, Ruby, CSML and SVG
Introduction
8.1 Scalable Vector Graphics (SVG): Web Graphics
8.2 Conceptual Space Markup Language (CSML)
8.3 Drupal: Open source content management system
8.4 Ruby
8.5 Domains and Domain Specific Languages
9 Closing Discussion: Values
Introduction
Figures
Tables
Acknowledgements
I would love to attend SVG Open - The Graphical Web in September, but I have to cut the cloth as a dad, boyfriend, and full-time nurse... This year, ten days unpaid leave will help me pursue this work. It's not that I can necessarily afford to sacrifice salary like this, but at present it suits the NHS and me.
As to the text there will be lots more changes to follow no doubt. Chapter 4 has latent emergent properties - I hope. One struggle is 'chapters' 1 & 2, which provide a background to healthcare and education; and the closing discussion. In C1 for example, the issues include person-centered care, multidisciplinary care, records, information. ... In a way they are also themes, it's finding the right descriptor. Actually, as I write perhaps this issues-themes thing is related to there being issues that are problems that have a solution if only we can find it?
It's a big ask, but C8 and reference to the sandbox says it all. Whether it is a case of issues, themes, or problems in nursing, health and social care it is values that count. I'm hoping there's a circle there that can be closed. Then the project really becomes a baton: and I can help pass it on ...
More to follow over the next few days.
Many thanks also to Rikard for the welcome at Hobykrok B&B and the loan of a power adapter!
Sunday, 1 January 2012
Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development A short introduction and bibliography
From:
Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development
A short introduction and bibliography
As the calendar slipped across from 2011 to 2012 the discovery of threshold concepts is very timely and quite central to my own studies. Wish I'd been in time for the call for papers!
As one year ends it helps to have a gateway to new vistas and to make sure that my review of the literature is systematic.
Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development
A short introduction and bibliography
The Meyer and Land Threshold Concept
| “The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses). In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land [1-8, 9-16], that certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as ‘threshold’ ones because they have certain features in common.” | ||
| Glynis Cousin, An introduction to threshold concepts |
As one year ends it helps to have a gateway to new vistas and to make sure that my review of the literature is systematic.
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