Student perspectives on co-creating timescapes in interdisciplinary projects

Wallin, Patric

doi:10.1080/13562517.2020.1777962

Cited by 12 publications

(6 citation statements)

References 37 publications

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“…Coming back to what you said about efficiency and how that discussion changed over time. I think this relates a lot to the issue of time and the importance of taking time that we touched on earlier (Wallin, 2020b). I also think that it really illustrates the importance of having open discussions and a playful approach to ideas and concepts that we often take for granted.…”

Section: Patricmentioning

confidence: 95%

“…Patric: Coming back to the course "Environments for Learning" (Wallin, 2020b;Wallin & Aarsand, 2019), I see the course as an invitation to collaborate, a space where we can redefine the rules and boundaries as we move forward. For me, this course captures what lies at the very heart of the university, as Wilhelm von Humboldt described it -it's about students and teachers working together to explore different perspectives, gain new understandings, and create meaning.…”

Section: Spaces To Play With Ideas In Higher Educationmentioning

confidence: 99%

“…While students might be informants in empirical research projects, they are rarely producers of (Neary & Winn, 2009) or collaborative partners in research (Cook-Sather, Matthews, Ntem, & Leathwick, 2018) with participatory research traditions as a welcomed exception (Bergold & Thomas, 2012;Cornwall & Jewkes, 1995).In contrast, this work is the result of a collaboration between an associate professor in university pedagogy, one student in psychology, one in mathematical science and physics, and one in sociology. Captured in many hours 45 of recorded dialogs and grounded in both our individual experiences from higher education and our shared experience in the interdisciplinary project course "Environments for Learning" (Wallin, 2020b;Wallin & Aarsand, 2019), we explore the notion of play in higher education. We approach play here with Huizinga's (1938) work Homo Ludens: A Study of the Play-Element in Culture in mind that proposes that play is central to the generation of culture and that play gives meaning to life.…”

mentioning

confidence: 99%

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A dialog on reclaiming higher education as a space for play

Wallin

Mariussen

Mogstad

et al. 2021

The Journal of Play in Adulthood

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This work is the result of a collaboration between students and a teacher. Based on many hours of recorded dialogs and grounded in both our individual experiences from higher education and our shared experience in the interdisciplinary project course, we approach play in its broadest sense as an activity that combines exploration, discovery, experimentation, creation and reflection. Using the recorded dialogs as a starting point, we, collaboratively and in partnership, transformed the raw material into a coherent research narrative in which we explore why it is important to reclaim higher education as a space where students and teachers can play with ideas, what pedagogical approaches and positions are needed to create this space, and how a focus on efficiency and assessment threatens play in higher education settings. Keeping our work in the dialog format, we preserve the nature of this research and communicate the different voices.

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Section: Patricmentioning

confidence: 95%

Section: Spaces To Play With Ideas In Higher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

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A dialog on reclaiming higher education as a space for play

Wallin

Mariussen

Mogstad

et al. 2021

The Journal of Play in Adulthood

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“…As a pedagogy, iPjBL engages students in solving open problems creatively. After completing the initial steps of task analysis , solution identification , tangible product creation , and product assessment [5], a learner further engages in reflections and arrives at new cross‐disciplinary understandings that help them alter their own approach [47]. The researchers synthesized eight steps contributing to iPjBL and presented them in Figure 2 [5, 47].…”

Section: Related Workmentioning

confidence: 99%

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

Lin

Chen

2023

Comp Applic In Engineering

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The rise of robotics and the internet of things (IoT) has led to more interdisciplinary computing opportunities. With the real-life application of these new technological affordances across disciplines, more universities are engaging students in practical, hands-on interdisciplinary design. This case study aims to train two undergraduates from different disciplines to apply robots and IoT in instructional design to benefit young language learners. The two undergraduates, one majoring in engineering and the other majoring in applied foreign languages, voluntarily participated in this interdisciplinary project-based learning (iPjBL). By creating an emulated environment that connects educational robots and tangible objects, the two designers achieved a theme-based instructional game design. The researchers assessed the quality of their instructional design, compared their design processes, and identified three factors that led to differing designer perspectives-(a) disciplinary training, (b) prior experience, and (c) design beliefs. These different perspectives can be used to help design training for instructional designers from various disciplines on how to apply robots and IoT-based tangible objects in language education. Challenges faced by the two designers included insufficient cross-disciplinary expertise, existing knowledge and skill gaps, and the need to redefine design beliefs to achieve better design outcomes. Issues and needs related to interdisciplinary learning were addressed and synthesized into essential steps to guide future instructional design that incorporates robots and IoT-based tangible objects. Overall evaluation of the interdisciplinary learning outcome using the First Principles of Instruction model demonstrated that iPjBL can provide valuable learning for instructional designers from different disciplines.

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“…Сьогодні університети занурені в сучасні процеси інтернаціоналізації, академічної мобільності та залучення до європейського контексту, що породжує численні опитування про передові педагогічні підходи, що відповідають рамкам загальної європейської політики вивчення мов. Перспективи студентів щодо спільного створення часових рамок у міждисциплінарних проєктах досліджував P. Wallin (2020). Він зазначає, що студенти та викладачі повинні спільно створювати простори, які дозволяють розробляти альтернативні часові рамки через діалог, кидати виклик традиційним ролям та передбачувати шляхи розвитку освіти, а також відновити принципи та цінності автентичності, взаємності, бути більш відповідальним у вищій освіті.…”

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Application of the Interdisciplinary Relations for Higher Education Quality Assurance

Zaskaleta

Buglay

2020

Continuing Professional Education: Theory and Practice

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The article highlights the issue of ensuring the quality of higher education through the prism of the use of interdisciplinary links on the example of the study of historical disciplines and foreign languages. The analysis of the legal framework, as well as the scientific literature made it possible to identify effective ways to ensure the quality of higher education. One of them is the application of the principles of interdisciplinary relations. The implementation of the interdisciplinary approach is considered as a promising method for the professional training of students of the Faculty of History with the use of knowledge of a foreign language. It is proposed to create integrated programs, teaching professional disciplines in English. It is recommended to offer students English literature. In the context of the interdisciplinary approach, the integration of professional components using the skills of linguistic literacy is considered. The concept of interdisciplinary research is based on the premise that concepts and facts are not studied in isolation from each other. Implementation of the disciplinary approach is considered as a promising method for professional training of students for the application of knowledge in other disciplines. The European vector of higher education development is determined by the high level of requirements for the specialist, which necessitates the search for effective ways to ensure the quality of higher education. One of the directions of updating the learning process is the integration of educational material from different disciplines, namely: historical disciplines and foreign language. To apply the principle of interdisciplinary links, it is important to use the CLIL approach in foreign language classes. The teaching of professional disciplines in English is relevant today in domestic universities, as it is an important factor in increasing prestige, internationalization and improving the quality of professional training. When creating integrated programs to enhance the independent cognitive activity of students of the Faculty of History, it is important to recommend students to English-language literature. The use of interdisciplinary connections allows students of the Faculty of History to discover their creative potential and develop as a person.

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Student perspectives on co-creating timescapes in interdisciplinary projects

Cited by 12 publications

References 37 publications

A dialog on reclaiming higher education as a space for play

A dialog on reclaiming higher education as a space for play

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

Application of the Interdisciplinary Relations for Higher Education Quality Assurance

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