The emergent learning is like the ongoing flow which is typical for the largest part of time, before the tipping point of the seesaw is reached. By contrast, the threshold, or “Ah-ha” moment, is only the short point in time where the spectacular, loud, recognizeable event happens.
Isn’t the focus on the spectacular measurable moment a distraction on the wrong part of the emergence process? Isn’t the focus on Ah-ha moments also, in a way, restricting itself to a certain kind of knowledge: Knowledge that must be (and can be) understood in a predefined, unambiguous way, like a jig-saw puzzle piece that snaps in?
Expressed in connectivist terms, the focus on thresholds and liminal points, or portals, is looking at given points on a graph rather than at slowly strengthening connections, at places on a map rather than roads, or at nodes rather than edges. Of course, edges and nodes are inseparable. But I am uncomfortable with the emphasis, and with the idea that learning could so directly be recognized, measured, caused. I would merely hope to indirectly induce its gradual strengthening, growing, emerging.