1. A.Prof Tom Baldock, Dr David Knight, Dr David Callaghan, A/Prof. Mehmet Kizil, Dr Liza O’Moore, Prof. Erik Meyer Acknowledgements: EAIT Faculty Teaching and Learning Grant, 2011-2013

2.  Focus on Metalearning ◦ Goal: Make learning behaviours visible for students so they can take more ownership of their own learning success CAPABILITY  Threshold Concepts ◦ Goal: Identify the concepts within courses that students must first understand so they can apply that knowledge to address more advanced, end-goal concepts of the course

3.  Threshold Concepts ◦ More than key concepts – TRANSFORMATIVE ◦ Lead to new ways of thinking ◦ Step on the road to increased capability  What are they and how can they be used ? o Need to isolate them o Show where to invest time to maximum benefit o Triangulation approach

4. Academics StudentsAssessment Analysis of Concepts in a Course Activity: Engage multiple sources of information.

5.  Analysis of previous assessments Exam Total Threshold concepts Critical Flow Rapidly varied flow Hydraulic jump

6.  We don’t know why students get stuck at TC o lack of face to face time? o can’t see the wood for the trees? o not enough time on task?  We don’t really know how to help them at discipline level o but some activities can help

8. Activity: Students work in groups to produce a C map.

9. Activity: Have students mark different possible answers to a question related to the threshold concept and then have them explain their marking scheme.

10. Activity: Provide a framework for working problems. Instructor works problems using the framework (actually answers each question). Students work through problems in groups by addressing each question in the framework.

11.  Course level Threshold Concept Threshold Capabilities Content and thinking capability  Discipline level Characteristic capability Threshold Capabilities Critical flow Analyse compound flow profiles Principle of hydraulic control e.g.

12. Baillie, Bowden and Meyer, 2012 Characteristic capability for Engineers What is it?

13. Why is it missing?  Time on task has declined very significantly  No struggle to solve problems  Constant engagement with content is missing

14. What is it?  Your view