Modelling transdisciplinary pedagogy: A method for collaborative curriculum design

Authors

  • Mark E Allinson London School of Economics and Political Science, United Kingdom
  • Kieran Mahon University of the Arts London, United Kingdom

DOI:

https://doi.org/10.53761/1.19.3.04

Keywords:

Transdisciplinary pedagogy, collaboration, curriculum design, common curricula, Lego® Serious Play®

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.

Downloads

Download data is not yet available.

Downloads

Published

2022-02-01

Issue

Section

Articles

How to Cite

Modelling transdisciplinary pedagogy: A method for collaborative curriculum design. (2022). Journal of University Teaching and Learning Practice, 19(3). https://doi.org/10.53761/1.19.3.04