Abstract
This poster proposes an approach, which uses threshold concepts as a lens through which academic developers can examine their practice in order to explain why it has been so difficult to inspire academics to adopt technologies in their teaching. Networked learning is described as a “portal” that leads to a new ontological destination and, if fully understood and embraced, transforms the way learning is understood, teaching is practiced and, in fact, how a life is lived.
Keywords
Networked learning, threshold concepts, academic development, academic identity, liminality.