How Can Conceptual Thresholds And Outcome-Based Teaching Improve Software Learning?

The main intervention described in this report was directed at my film editing software induction course and implemented ‘constructive alignment’ to practice. Learning and teaching in the course had to be combined with student-centred forms of learning and peer- and self-assessment techniques. In a further step, with the view to facilitate students’ understanding, learning contents of given software inductions were scrutinised to find out conceptual thresholds of digital media learning or to detect ‘troublesome knowledge’.