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05/1: Track | Co-creation of Interdisciplinary Design Educations
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Learning design, co-designing learning. Collaborative Learning Design Workshops for innovation in teaching/learning and faculty development programs.
University of Naples Federico II, Italy
The paper explores the field of Collaborative Learning Design Workshops, a specific type of par-ticipatory workshop designed to facilitate the process of co-designing learning experiences by interdisciplinary teams of academics and educators from all backgrounds. An overview of the field of Learning Design or “Design for Learning” is presented. A specific case study is then pre-sented, The Learning Experience Design workshop a co-design workshop designed and run by the authors as part of the F.E.D.E.R.I.C.O. faculty development program for innovation in teaching and learning targeted to newly hired lecturers and researchers at the University of Naples Fed-erico II, Italy. The workshop is aimed at promoting a collaborative and interdisciplinary approach for the innovation in teaching practices, with a special focus on blended and remote learning scenarios. In doing so the workshop introduce collaborative design and co-creation practices among academics from very different backgrounds. The workshop presented is an adaptation of a well established model, the ABC Learning Design Workshop developed at the UCL, and has been adjusted and partially re-designed by the authors to fit the specific context of the project and the remote online collaboration scenario imposed by the Coronavirus emergency. Details on the implementation of the workshop and discussion are finally presented.
Siloed in Breaking Silos: A Case Study of Interdisciplinary Curriculum (Mis)Alignment
1University of the Arts London, LCC; 2National University of Singapore
Higher Education Institutes globally are rapidly developing inter/ transdisciplinary education initi-atives at varying scales. However, several operational challenges persist in interdisciplinary teach-ing as there are few incentives to share resources or engage in discourses for mutual decon-struction of knowledge frameworks. Nonetheless, collaboration and communication are vital to bridge the varying epistemic frameworks when different disciplines are brought together. Espe-cially because the way individuals understand concepts contain traces of disciplinary- specifici-ties; without clarity through a common platform, the messiness is reflected in the curriculum de-sign, development and delivery of interdisciplinary courses. Reflecting upon a case study of an interdisciplinary graduate programme that was experiencing curriculum (mis)alignment; this pa-per illustrates how co-design can be adopted in curriculum development processes to overcome existing operational challenges of interdisciplinary teaching.
Design for Justice Lab. Interdisciplinarity in times of virtual education
Universidad de los Andes, Colombia
There is a growing interest in the formation of interdisciplinary competencies focused on issues of access to justice. The Design for Justice Lab is a bet between the Schools of Law, Design, and Engineering of Universidad de los Andes to promote challenge-based learning by articulating knowledge among multiple disciplines. The Lab has had five cohorts, of which two have been in classroom mode, and three have been in virtual mode due to the COVID-19 pandemic. The following document presents the opportunities and challenges of developing interdisciplinary courses with courts, judges, and administrative organizations to improve access to justice in Colombia. We will present nine projects developed by students, explaining their approach and their proposed solution. Finally, there will be a reflection on the transition to virtual format and the opportunities this presents to continue with multimodal, interdisciplinary educational models.
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