scholarly journals Complexity, interdisciplinarity and design literacy

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Tore Andre Ringvold ◽  
Liv Merete Nielsen
Keyword(s):  
General Education ◽  
Design Education ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Vital Role ◽  
Educational Systems ◽  
Scenario Building ◽  
Future Scenario ◽  
Interdisciplinary Teaching ◽  
Interdisciplinary Nature

In today’s complex world, a variety of perspectives are needed to better understand and solve challenges. For decades, global organisations and researchers have pointed to interdisciplinarity as a way forward for educational systems. Educational research offers great possibilities and gains for students involved in interdisciplinary teaching and learning processes, and the interdisciplinary nature of design thinking and practice can play a vital role in interdisciplinary general education. This paper explores how future scenario-building, as part of general design education, can serve as a framework for inter-disciplinarity in general education and contribute to a better understanding of complex problems, challenges and design literacy.

scholarly journals Complexity, interdisciplinarity and design literacy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Tore Andre RINGVOLD ◽  
Liv Merete NIELSEN
Keyword(s):  
General Education ◽  
Design Education ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Vital Role ◽  
Learning Processes ◽  
Educational Systems ◽  
Complex World ◽  
Interdisciplinary Teaching ◽  
Interdisciplinary Nature

In today’s complex world, a variety of perspectives are needed to better understand and solve challenges. For decades, global organisations and researchers have pointed to interdisciplinarity as a way forward for educational systems. Educational research offers great possibilities and gains for students involved in interdisciplinary teaching and learning processes, and the interdisciplinary nature of design thinking and practice can play a vital role in interdisciplinary general education. This paper explores how future scenariobuilding, as part of general design education, can serve as a framework for interdisciplinarity in general education and contribute to a better understanding of complex problems, challenges and design literacy.

Traditional Teaching Pedagogy

2021 ◽  
pp. 42-57
Author(s):  
Bhagwati Charan Patel ◽  
Naveen Goel ◽  
Kusumanjali Deshmukh
Keyword(s):  
Teaching And Learning ◽  
Vital Role ◽  
Educational Systems ◽  
Traditional Teaching ◽  
New Paradigm ◽  
New Approach ◽  
Teaching Pedagogy ◽  
Conventional Teaching ◽  
Challenging Tasks ◽  
Independent Thinking

In recent decades, education systems have become challenging tasks. However, in the era of globalization, educational systems have to found a new approach of teaching and learning towards a more active and productive education. This chapter covers conventional teaching approach paradigm, which is teacher-centric, and a new paradigm, which is student-centric. In teacher-centric methods, teachers play significant roles in the learning process. Teachers are source of knowledge providers, facilitator, or evaluator to observe students to acquire the correct answers, yet students are considered as learners who passively receive information. In contrast, in the student-centric methods, students play a vital role in their learning course and resolve how to accomplish their required learning outcomes on their own. They also figure out their facts and are allowed to think critically. This chapter finds that this new paradigm could develop more active learners who have acquired the skills of problem solving, independent thinking, and autonomous learning.

An Investigation of the Influence of Disciplinary Distance in Interdisciplinary Education Through Faculty’s Experience

2021 ◽  
Author(s):  
Xiaoqi Feng ◽  
Katja Hölttä-Otto
Keyword(s):  
Teaching And Learning ◽  
Negative Impact ◽  
Interdisciplinary Collaboration ◽  
Vital Role ◽  
Faculty Members ◽  
Interdisciplinary Education ◽  
Teacher Teams ◽  
Structured Interviews ◽  
Disciplinary Differences ◽  
Interdisciplinary Teaching

Abstract Interdisciplinary initiatives have been encouraged in higher education curricula, especially in mechanical engineering as a result of the industry’s calls for talent with multidisciplinary competencies to solve complex real-world problems. However, disciplinary distance, due to disciplinary differences, poses great challenges in interdisciplinary teaching and learning. How can interdisciplinary faculty members collaborate effectively in teaching? How can students with different backgrounds learn significant knowledge? Collaboration for interdisciplinary education across disciplines is challenging, as co-teachers are usually affiliated with different departments or even schools, and they tend to speak different disciplinary languages and value different disciplinary cultures. Similarly, students in engineering design teams come from different backgrounds. Consistent with Klein’s concepts of Wide Interdisciplinarity and Narrow Interdisciplinarity, we propose the concept of disciplinary distance to present the research findings of disciplinary differences and their implications on interdisciplinary teaching and learning. This paper presents a qualitative analysis of disciplinary distance, as manifested in interdisciplinary education from faculty members’ perspectives. From 13 semi-structured interviews, we find that disciplinary distance plays a vital role in interdisciplinary teaching and learning. It influences teamwork — both in co-teacher teams and student teams. Interdisciplinary course content and interdisciplinary co-teacher teams can also create a wide disciplinary distance that serves as a barrier for interdisciplinary learning. We further find that interdisciplinary collaboration may help to mediate the negative impact of disciplinary distance.

Using Design Thinking to Write and Publish Novel Teaching Cases: Tips From Experienced Case Authors

2017 ◽  
Vol 42 (1) ◽  
pp. 135-160 ◽  
Author(s):  
Norman T. Sheehan ◽  
Mahendra R. Gujarathi ◽  
Joanne C. Jones ◽  
Fred Phillips
Keyword(s):  
Teaching And Learning ◽  
Design Thinking ◽  
Management Education ◽  
Vital Role ◽  
Faculty Members ◽  
Wicked Problem ◽  
Scholarship Of Teaching ◽  
Framework Design ◽  
Practice Teaching ◽  
Teaching Cases

With increasing calls for a greater connection between management education and practice, teaching cases play a vital role in the business curriculum. Cases not only allow instructors to expose students to practical problems but also let educators contribute to the scholarship of teaching and learning. An important reason why faculty members may refrain from writing cases is they perceive it is difficult to develop publishable cases that are also novel. Reviewers of the journals that publish teaching cases are increasingly asking authors to place the case in the extant literature and explain what makes their case unique. To overcome some of the challenges encountered when attempting to write and publish novel teaching cases, this article presents a useful framework—Design Thinking—for tackling the “wicked problem” of developing novel cases and provides experience-based tips to implement the framework. By introducing the concepts and language of design thinking, we provide case writers with an iterative approach that leads to the development of novel cases by identifying and innovatively addressing instructors’, students’, and editors’ demands. We argue that by applying a design-thinking approach, case writers can produce novel and publishable instructional cases.

scholarly journals The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience

2018 ◽  
Vol 2 (2) ◽  
pp. 4
Author(s):  
Nan Catherine O'Sullivan ◽  
David Hakaraia
Keyword(s):  
Design Education ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Learning Experience ◽  
Everyday Practice ◽  
World Views ◽  
Learning Space ◽  
Creative Commons ◽  
The Everyday ◽  
Indigenous Wisdom

Aotearoa, New Zealand, is both a bicultural nation and a multicultural society, so the need to prioritise culture in design pedagogy and practice is not only palpable but well overdue within our creative tertiary institutes. Diversities are acknowledged as highly valuable within higher education, but when they are explored as non-western cultural and creative practices, they are still sidelined as optional, or as extensions to the current teleological pathways carved out within tertiary design curricula and practice. Building on the ‘Indigenous Wisdom’ framework outlined in the emergent design provocation Transition Design, this research introduces how an appreciation of cultural acumen can benefit, enrich, critique, and radicalise current design thinking, process and praxis. This study will discuss both Māori and Pasifika world views and ideologies and illustrate how these can enrich and enable design education. The aim of this paper is to highlight an appreciation for the reciprocity and respect imbued within kaupapa Māori and the Pasifika ideology of ta-vā (time and space) and how these considerations can enhance the discipline when they are purposefully, knowingly and respectfully imbued in design thinking and praxis. This research specifically focuses on the establishment of connections as essential to both the discipline and the teaching and learning experience. To achieve this, this study will introduce commensality, the coming together around a table to break bread and boundaries, and place it within the framework of Transition Design. Having gained an appreciation of Transition Design, Māori and Pasifika world views and ideologies, and commensality, this research will exemplify instances where students have combined these considerations to enhance their design solutions, and also where pedagogy can be used to specifically enhance teaching and learning by enabling an appreciation of cultural identity and social connectivity within the learning space.    How to cite this article:O’SULLIVAN, Nan; HAKARAIA, David. The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 4-17, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=42&path%5B%5D=31   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Architecture Education and the Return to the Humanities

2018 ◽  
pp. 271-286 ◽  
Author(s):  
Foong Peng Veronica Ng
Keyword(s):  
Design Education ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Design Thinking ◽  
Design Studio ◽  
Architecture Education ◽  
The Real ◽  
Bachelor Of Science ◽  
Motivation For Learning ◽  
Architectural Design Studio

Literature on current architectural pedagogy have posited the issue that architectural education lacked change and questioned whether current studio teaching provides adequate design-thinking education and connection to the real world. The increasing importance on the relationship between architecture, community, and place sets a backdrop as a catalyst for improvement within the field, particularly in how this relationship frames the teaching and learning within the design studio. Using an architectural design studio module conducted in the Bachelor of Science (Honours) in Architecture programme at Taylor's University, this chapter discusses the principles for an alternative design studio pedagogy and the values it brings about. The author argues that design education underpinned by “people” and “place” engages students' increased interesting and motivation for learning, with the awareness and sensitivities to the real and scholarly setting, hence bridging the gap between reality and education.

scholarly journals An Evaluation of The Effectiveness of Teachers’ Professional Development (TPD) in Iran using Akker Spider Web Model

2013 ◽  
Vol 3 (3) ◽  
pp. 1 ◽  
Author(s):  
Fouzieh Sabzian ◽  
Zurida Ismail ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Kourosh Fathi Vajargah
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Expert Knowledge ◽  
Vital Role ◽  
Educational Systems ◽  
Spider Web ◽  
Service Training ◽  
Teachers Professional Development

Teaching is a complex job, involving classroom management, lesson’s preparation and organization of teaching and learning process, creating and keeping a certain climate, evaluation and feedback. there is consensus on what composes good teaching while teachers have a vital role to any endeavor to grow education. Of course it is very important that not all teachers are effective .The role of the teacher as the exclusive holder of expert knowledge is being worn away by communication technologies. As the social framework of society is changing, the educative role of teachers becomes more complex. Teachers are one of the important foundations of all educational systems. In many countries, extensive programs like maintaining and building good teachers have turned into a fundamental strategy. In fact, teachers' roles and functions are relatively similar in most countries. Usually, teachers are expected to possess all the scientific and technical merits, to dominate course contents and apply appropriate methods and techniques for training, in order to be an appropriate model to educate the youngsters. This paper shows how stakeholders identify the strengths and deficiencies of teachers’ professional development (TPD) with respect to in-service training and according to ten components of Akker Spider Web Model. The aims of this paper are to define evaluation, elaborate educational system in Iran, clarify teacher education, describe effectiveness  teachers’ professional development, explain teaching, state the necessity of evaluation, discuss the necessity of teachers’ training and describe of ten components of Akker Model.

scholarly journals Theory: Leadership, Governance, Management, and Administration (Review of the Education Journal Articles in 2020)

2021 ◽  
Author(s):  
Le Ngoc Hung ◽  
Tran Thi Trang ◽  
Cao Thi Thanh Nhan ◽  
Bui Thi Phuong
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Preschool Education ◽  
Educational Systems ◽  
Journal Articles ◽  
Occupational Education ◽  
Economic Market ◽  
External Relationships ◽  
Education Journal

Based on the general systems theory, this study uses scoping method and bibliometrics to review 874 articles published in Vietnam’s  three educational journals in 2020. The article titles and abstracts with key words “theory, leadership, governance, management, administration” are selected and reviewed. The study tends to accept the hypothesis of “doctrine abundance, scientific theory shortage” in Vietnam’s educational research. The hypothesis of under-differentiation and confusion of leadership, governance, management and administration has also been accepted with the fact that there are the majority of articles on management and a few articles on leadership, governance, administration. Other finding is that most articles focus on internal elements including professional development, teaching and learning for cognitive objectives in systems of general education and tertiary education. Therefore, this study recommends to further do research and develop theories of educational sciences for all educational systems in general and preschool education and occupational education in particular. The research subject matter needs to cover external relationships between educational systems and environments. The objectives of comprehensive education should include ethical/moral, physical, aesthetic education harmonized with cognitive education to adapt to changes in the period of economic market conditions, international integration and digitalization.

Classroom Management

2016 ◽  
Vol 1 (1) ◽  
pp. 201
Author(s):  
Elida Kurti
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Important Place ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Intellectual Level

This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.

Sign in / Sign up

Export Citation Format

Share Document