University of Technology, Sydney

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94659 Transdisciplinary Learning Experiences and Models

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2019 is available in the Archives.

UTS: Transdisciplinary Innovation
Credit points: 8 cp
Result type: Pass fail, no marks

There are course requisites for this subject. See access conditions.

Description

This subject immerses participants in carefully chosen transdisciplinary learning contexts. By using these contexts to cater for their diverse needs and interests in education, participants sharpen their sensitivities to the potency of transdisciplinary initiatives for learning and meaningful change. Participants engage with, model and analyse problem-oriented approaches to collective learning and developing transdisciplinary practices, where problems are open, complex, networked and dynamic. They examine creative practice, share disciplinary concepts and methods, and find ways of exploring such concepts, methods and tools in transdisciplinary learning terms. With its studio-based cohort approach, this subject places particular emphasis on understanding the nature and educational significance of transdisciplinarity.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Communicate, explore, network and negotiate in ways that extend representation of (disciplinary) ideas or perspectives
2. Explore and review the relevance of various concepts, frameworks, methods and theories from different disciplines, professional practices or fields of inquiry for transdisciplinary learning
3. Describe, compare and contrast a range of transdisciplinary learning models and theories and identify key philosophical differences between them
4. Identify, interpret and categorise a range of methods according to different transdisciplinary learning models and the co-production of knowledge
5. Articulate the value of different frameworks, methods and theories for gaining insights into particular collective learning contexts and systems
6. Critique the conceptual / theoretical underpinnings of a range of (transdisciplinary) learning environments
7. Identify significant issues, challenges or opportunities and assess educational potential to act creatively and ethically on them

Contribution to the development of graduate attributes

1.1 Communicate, explore, network and negotiate in ways that extend representation of (disciplinary) ideas or perspectives

1.2 Examine and trial a range of methods creatively and critically in terms of transdisciplinary learning models and the co-production of knowledge

2.1 Explore the relevance and test the value of concepts, frameworks, methods and theories from different fields of inquiry for gaining insights into collective learning contexts and transdisciplinary systems

2.2 Describe, model and analyse complex collective learning situations from personal, disciplinary and theoretical perspectives to develop an understanding of the dynamic needs, interests and values of different stakeholders

3.1 Identify significant issues, challenges or opportunities and assess educational potential to act creatively and ethically on them

Teaching and learning strategies

Learning in this subject takes place in a collaborative, immersive, experiential and intensive studio-based environment. With its centrality on collective learning, this subject engages participants in working together closely as a cohort and with academics from across the university.

Content (topics)

  • Disciplinary creative practice and methods
  • Views of transdisciplinarity
  • Conceptual models of transdisciplinarity / transdisciplinary learning
  • Co-creation
  • Views of learning and collective learning frameworks
  • Indigenous ways of knowing
  • Rights and responsibilities in collaborative practice

Assessment

Assessment task 1: Method cards & practices

Type: Design/drawing/plan/sketch
Groupwork: Individual
Weight: 30%

Assessment task 2: Experiences, models and collective learning

Type: Case study
Groupwork: Group, individually assessed
Weight: 40%

Assessment task 3: TD case studies & proposal

Type: Presentation
Groupwork: Group, group assessed
Weight: 30%

Minimum requirements

Participants must achieve a pass in each assessment task in order to pass this subject.

Due to the significant amount of team work involved, participants are expected to attend a minimum of 80% of all scheduled activities.

Required texts

No required texts. Readings and other resources will be provided online.