Covid-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by “epistemic inequality” or “unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.
{"title":"A spectrum of surveillance: Charting functions of epistemic inequality across EdTech platforms in the post-COVID-19 era","authors":"Matthew A. Vetter, Z. McDowell","doi":"10.53761/1.20.02.02","DOIUrl":"https://doi.org/10.53761/1.20.02.02","url":null,"abstract":"Covid-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by “epistemic inequality” or “unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and identify ways to support post-pandemic team-writing online. This article focuses on the integration of online collaborative writing projects, among which are team-written assignments. Using an archival case study approach combined with reflective writing, several current intersections are explored: the landscape of Online Writing Instruction (OWI): the application of four specific themes to collaborative writing projects; how digital meeting platforms have transformed collaborative writing projects; assessing collaborative writing projects completed during mandated isolation; and how best to support student learning in all of the preceding intersections. Results suggest that agile practices, transparency, adaptability, and virtual makerspaces support online team-writing assignments.
{"title":"Teaching team writing online during and after COVID-19","authors":"A. Myatt","doi":"10.53761/1.20.02.09","DOIUrl":"https://doi.org/10.53761/1.20.02.09","url":null,"abstract":"Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and identify ways to support post-pandemic team-writing online. This article focuses on the integration of online collaborative writing projects, among which are team-written assignments. Using an archival case study approach combined with reflective writing, several current intersections are explored: the landscape of Online Writing Instruction (OWI): the application of four specific themes to collaborative writing projects; how digital meeting platforms have transformed collaborative writing projects; assessing collaborative writing projects completed during mandated isolation; and how best to support student learning in all of the preceding intersections. Results suggest that agile practices, transparency, adaptability, and virtual makerspaces support online team-writing assignments.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47135201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The editors have compiled a compelling array of authors whose findings are backed by research data, whose shortcomings are unabashedly acknowledged, and whose lived experiences are authenticated. Consequently, the effective strategies they offer other classroom teachers, college professors, and educational leaders might enable educators to help students recover somewhat after pandemic learning losses.
{"title":"Book Review: Handbook of Research on Lessons Learned from Transitioning to Virtual Classrooms During a Pandemic","authors":"Deidra Jackson","doi":"10.53761/1.20.02.15","DOIUrl":"https://doi.org/10.53761/1.20.02.15","url":null,"abstract":"The editors have compiled a compelling array of authors whose findings are backed by research data, whose shortcomings are unabashedly acknowledged, and whose lived experiences are authenticated. Consequently, the effective strategies they offer other classroom teachers, college professors, and educational leaders might enable educators to help students recover somewhat after pandemic learning losses.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136335049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic.
{"title":"igitalisation of writing in higher education: the COVID-19 pandemic impact","authors":"N. Mospan","doi":"10.53761/1.20.02.08","DOIUrl":"https://doi.org/10.53761/1.20.02.08","url":null,"abstract":"The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49592226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global Covid-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.
{"title":"Dungeons and dragons and digital writing: A case study of worldbuilding","authors":"Brian McKenzie","doi":"10.53761/1.20.02.10","DOIUrl":"https://doi.org/10.53761/1.20.02.10","url":null,"abstract":"Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global Covid-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy.
{"title":"Post-pandemic digital writing instruction will be Resilient, Open, and Inclusive","authors":"R. Cummings","doi":"10.53761/1.20.02.11","DOIUrl":"https://doi.org/10.53761/1.20.02.11","url":null,"abstract":"During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47997081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic created unique challenges for early career researchers, especially those based in higher educational institutions (HEIs). Online teaching and learning, and remote working, resulted in HEIs not being in their usual social space, which is generally more conducive for learning, collaboration, reflection and reflexivity, and critical thinking in their professional and personal development. A systemic lens approach is adopted to identify key elements for optimising research output that is aligned with ethical practice; strengthening individual researcher capacity through digital writing support, facilitating research collaboration, and building leadership in research. These identified elements are intended to provide support for early career researchers to achieve optimal levels of motivation and career satisfaction. Early career researchers also need to consider the more personal elements that could impact their research career such as self-motivation, including the driving forces behind these decision-making processes. This requires self-reflection and introspection so that researchers engage more meaningfully with the complexities in research and leadership, as well as develop skills that would support communication and collaboration, both within and outside of HEIs in South Africa.
{"title":"Disruptions and flux in Higher Education: Turning the focus towards the early career researcher","authors":"Cecile Gerwel","doi":"10.53761/1.20.02.14","DOIUrl":"https://doi.org/10.53761/1.20.02.14","url":null,"abstract":"The COVID-19 pandemic created unique challenges for early career researchers, especially those based in higher educational institutions (HEIs). Online teaching and learning, and remote working, resulted in HEIs not being in their usual social space, which is generally more conducive for learning, collaboration, reflection and reflexivity, and critical thinking in their professional and personal development. A systemic lens approach is adopted to identify key elements for optimising research output that is aligned with ethical practice; strengthening individual researcher capacity through digital writing support, facilitating research collaboration, and building leadership in research. These identified elements are intended to provide support for early career researchers to achieve optimal levels of motivation and career satisfaction. Early career researchers also need to consider the more personal elements that could impact their research career such as self-motivation, including the driving forces behind these decision-making processes. This requires self-reflection and introspection so that researchers engage more meaningfully with the complexities in research and leadership, as well as develop skills that would support communication and collaboration, both within and outside of HEIs in South Africa.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2019, I refreshed a tertiary writing unit in which, across two assignments, students planned and then produced their own creative non-fiction work. Peer workshopping was an important pedagogical tool to help students bridge the gap between their creative non-fiction plan and their final submission. In the discipline of Writing, peer workshopping is central to students’ degrees, allowing them to develop a collective wisdom that is difficult to replicate in digital learning environments. My regional institution offers “digital first” degrees, and around 90% of my students learn online. Therefore, I created workshops online in asynchronous, written form, to suit our cohort of mostly mature age students with many commitments alongside study. During the unit, many students expressed troubles in using online programs such as Google Docs, prompting me to reflect on how to best meet their learning needs. Students took part in focus groups, which formed the basis of my subsequent revision of the digital workshops in the unit’s 2021 iteration. The need for digital adaptations of disciplinary pedagogies became even more broadly relevant by 2021, as more universities moved online during the pandemic in an Emergency Remote Learning response, and many remain online post-pandemic. Reflecting on my improved 2021 workshops, I ask, how can the writing workshop be successfully replicated in an asynchronous digital space? My response will reflect on 2021 survey feedback on the outcomes of my revisions in digital skills instruction and managing students’ time investment.
{"title":"“Learning from weakness is also valuable”: A reflection on digital peer writing workshops held during the COVID-19 pandemic","authors":"Lili Pâquet","doi":"10.53761/1.20.02.04","DOIUrl":"https://doi.org/10.53761/1.20.02.04","url":null,"abstract":"In 2019, I refreshed a tertiary writing unit in which, across two assignments, students planned and then produced their own creative non-fiction work. Peer workshopping was an important pedagogical tool to help students bridge the gap between their creative non-fiction plan and their final submission. In the discipline of Writing, peer workshopping is central to students’ degrees, allowing them to develop a collective wisdom that is difficult to replicate in digital learning environments. My regional institution offers “digital first” degrees, and around 90% of my students learn online. Therefore, I created workshops online in asynchronous, written form, to suit our cohort of mostly mature age students with many commitments alongside study. During the unit, many students expressed troubles in using online programs such as Google Docs, prompting me to reflect on how to best meet their learning needs. Students took part in focus groups, which formed the basis of my subsequent revision of the digital workshops in the unit’s 2021 iteration. The need for digital adaptations of disciplinary pedagogies became even more broadly relevant by 2021, as more universities moved online during the pandemic in an Emergency Remote Learning response, and many remain online post-pandemic. Reflecting on my improved 2021 workshops, I ask, how can the writing workshop be successfully replicated in an asynchronous digital space? My response will reflect on 2021 survey feedback on the outcomes of my revisions in digital skills instruction and managing students’ time investment.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46972512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the academic integrity considerations of students’ use of Artificial Intelligence (AI) tools using Large Language Models (LLMs) such as ChatGPT in formal assessments. We examine the evolution of these tools, and highlight the potential ways that LLMs can support in the education of students in digital writing and beyond, including the teaching of writing and composition, the possibilities of co-creation between humans and AI, supporting EFL learners, and improving Automated Writing Evaluations (AWE). We describe and demonstrate the potential that these tools have in creating original, coherent text that can avoid detection by existing technological methods of detection and trained academic staff alike, demonstrating a major academic integrity concern related to the use of these tools by students. Analysing the various issues related to academic integrity that LLMs raise for both Higher Education Institutions (HEIs) and students, we conclude that it is not the student use of any AI tools that defines whether plagiarism or a breach of academic integrity has occurred, but whether any use is made clear by the student. Deciding whether any particular use of LLMs by students can be defined as academic misconduct is determined by the academic integrity policies of any given HEI, which must be updated to consider how these tools will be used in future educational environments.
{"title":"Academic integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond","authors":"Mike Perkins","doi":"10.53761/1.20.02.07","DOIUrl":"https://doi.org/10.53761/1.20.02.07","url":null,"abstract":"This paper explores the academic integrity considerations of students’ use of Artificial Intelligence (AI) tools using Large Language Models (LLMs) such as ChatGPT in formal assessments. We examine the evolution of these tools, and highlight the potential ways that LLMs can support in the education of students in digital writing and beyond, including the teaching of writing and composition, the possibilities of co-creation between humans and AI, supporting EFL learners, and improving Automated Writing Evaluations (AWE). We describe and demonstrate the potential that these tools have in creating original, coherent text that can avoid detection by existing technological methods of detection and trained academic staff alike, demonstrating a major academic integrity concern related to the use of these tools by students. Analysing the various issues related to academic integrity that LLMs raise for both Higher Education Institutions (HEIs) and students, we conclude that it is not the student use of any AI tools that defines whether plagiarism or a breach of academic integrity has occurred, but whether any use is made clear by the student. Deciding whether any particular use of LLMs by students can be defined as academic misconduct is determined by the academic integrity policies of any given HEI, which must be updated to consider how these tools will be used in future educational environments.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Modelling transdisciplinary pedagogy: A method for collaborative curriculum design","authors":"M. Allinson, Kieran Mahon","doi":"10.53761/1.19.3.04","DOIUrl":"https://doi.org/10.53761/1.19.3.04","url":null,"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.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45480383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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