Allinson, Mark E and Mahon, Kieran (2022) Modelling transdisciplinary pedagogy: A method for collaborative curriculum design. Journal of University Teaching and Learning Practice, 19 (3). ISSN 1449-9789
Type of Research: | Article |
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Creators: | Allinson, Mark E and Mahon, Kieran |
Description: | This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the learning outcomes for a common module to be taken by all first-year undergraduates. Finally, the article considers how the process provided a framework for collaborative design that has been implemented in further projects, and led to the creation of a growing community of practice. The project provides insights for others embarking on collaborative curriculum design initiatives, especially where transdisciplinary learning is an objective. |
Official Website: | https://ro.uow.edu.au/jutlp/vol19/iss3/04/ |
Keywords/subjects not otherwise listed: | Transdisciplinary pedagogy, collaboration, curriculum design, common curricula, Lego® Serious Play® |
Publisher/Broadcaster/Company: | University of Wollongong |
Your affiliations with UAL: | Colleges > Camberwell College of Arts Colleges > Central Saint Martins |
Date: | 5 July 2022 |
Date Deposited: | 11 Aug 2022 13:15 |
Last Modified: | 11 Aug 2022 13:15 |
Item ID: | 18710 |
URI: | https://ualresearchonline.arts.ac.uk/id/eprint/18710 |
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