Education Through Wikipedia

Wikipedia belongs to education in various ways. One gains knowledge by reading Wikipedia, the other obtains profound knowledge by contributing to Wikipedia. It is the reason why educators in many countries include Wikipedia editing into their curriculum. The article is dedicated to the ecosystem of education through Wikipedia and other Wiki projects which were created by the author, developed by Wikimedia Armenia and settled in Armenia. For seven years Wikimedia Armenia has been implementing Wikipedia Educational projects in different rural regions of Armenia and hopefully will continue its development. The system offers permanent creative learning for teachers, as well as deep and interdisciplinary education on their future field of engagement with students. It revolutionarily changes the attitude of teachers and students towards education. It facilitates the teacher and student relationships. It also changes students' interrelation from contest to cooperation. It shifts the attention of educational players from marks to topics’ perception. Of course, the most valuable advantage of this approach is that teachers improve their knowledge continuously and students, even not the smart ones gain comprehensive knowledge. This ecosystem is constantly improved based on statistical surveys. The components of the ecosystem were honored as the coolest Wikimedia projects and registered as trademarks: Wikicamp, Wikiclub. In the current article the full overview of education through wiki projects is given. The detailed description and innovative solutions on the challenges of today’s education will be introduced in the upcoming articles of the publication issue.

Interdisciplinary Education Model in the Study of Aging: Example and Course Design

Collaboration among various disciplines is essential to the gerontology curriculum because it is a a new and comprehensive subject. This presentation will discuss the design of interdisciplinary courses to include practical applications in the study of aging. The presenter will share examples based on personal experience to illustrate how music and psychology may be applied to the study of aging. In addition, the presentation will include analysis of actual course designs to show how different fields can be integrated in the classroom setting. This symposium presentation intends to improve cross-discipline applications as well as help students contribute to and benefit from the study of aging.

A NEW PERSPECTIVE ON MATHEMATICS EDUCATION COMING FROM HISTORY: THE EXAMPLE OF INTEGRAL CALCULUS

This research deals with a possible use of history of mathematics in mathematics education. In particular, history can be a fundamental element for the introduction of the concept of integral through a problem-centred and intuitive approach. Therefore, what follows is dedicated to the teaching of mathematics in the last years of secondary schools, where infinitesimal calculus is addressed. The thesis here proposed is that the resort to Archimedes’ use of exhaustion method and to Newton’s initial lemmas expounded in his Principia Mathematica are useful means to reach a genetic comprehension of the concept of integral. Hence, two demonstrations by Archimedes and two lemmas by Newton are used to prove such thesis. A further idea here proposed is that history of mathematics can be of help for an interdisciplinary education. Keywords: interdisciplinary education, mathematics education, science history, secondary schools

HANDS ON ACTIVITIES: ROLE OF METHODS OF TEACHING AS MEANS OF INTERDISCIPLINARY EDUCATION

Teaching and learning are a system of whole with the various parts including objectives, outcomes, methods of teaching and curriculum. This does not concern with just an individual but with a system, society, nation and sometimes even the whole of the universe. Each find its space in other whereas the other constitutes each unit in itself. In order to meet the general as well as specific aims of education we are suppose to be interdisciplinary as well as multidisciplinary in practice. The hands-onactivities-based method of teaching play the crucial role in achieving moretowards all sorts of goal and objectives at one time. It ensures the head, heart and hand engagement referring to cognitive, affective and psychomotor domain respectively. It prepares the child for the upcoming life and meet his vocational and professional aim. Hands on activities play a huge role in pedagogical, andragogical and heutagogical aspects of education. The hands-on based approach is a complete means to empower the interdisciplinary face of teaching as an art as well as science.

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

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.

Learning

This chapter presents a framework for learning across boundaries, including concepts of mutuality, interaction, and co-production. It begins with insights on integrative learning in interdisciplinary education, grounded in a shift from content-based to process-based integration, the theory of constructivism, and the concept of reflective equilibrium. After noting parallels with transdisciplinarity, it examines the nature of social learning, anchoring discussion in four theoretical discourses for interdisciplinarity and interprofessionalism (Communities of Practice, Critical-Historical Activity, Complexity Science, and Actor-Network Theory). Turning more specifically to trans-disciplinary work, the chapter examines mechanisms of learning in a communication boundary space, while incorporating concepts of triple-loop learning, reflexivity, convergence, transactivity, and heuristics. Finally, after identifying individual and collective competencies, as well as characteristics of cross-sector expertise, the chapter concludes by drawing insights from case studies across sector boundaries, beginning with a sustainability project in the East India Plateau and followed by healthcare in two hospitals.

OT Students' Test–Retest Reliability of the RIPLS and IEPS

Date Presented 04/12/21 The purpose of this study was to establish the test–retest reliability of two interprofessional education (IPE) instruments, the Readiness for Interprofessional Learning Scale and the Interdisciplinary Education Perception Scale among OT graduate students. The intent was to compare results based on previous IPE experience and year in the program. Primary Author and Speaker: Leah Shea Simpkins Additional Authors and Speakers: Alison Teasdale,Olivia Easterbrooks-Dick