Modelling transdisciplinary pedagogy: a method for collaborative curriculum design

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

Text (Allinson and Mahon Modelling_transdisciplinary_pedagogy110522) - Accepted Version Download (496kB)

Abstract

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.

Item Type:	Article
Additional Information:	© 2022, University of Wollongong. All rights reserved.
Divisions:	LSE
Subjects:	L Education
Date Deposited:	02 Aug 2022 10:51
Last Modified:	08 Apr 2024 02:33
URI:	http://eprints.lse.ac.uk/id/eprint/115758

Actions (login required)

View Item