We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Crossdisciplinary ...learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines. In this article, we describe two measurement approaches based on this construct: (a) a paired multiple choice instrument set to measure the extent of cross-disciplinary learning; and (b) a think-aloud interview approach to provide insights into which resources are activated, and how they are used, when making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.
In different streams of literature employability has been defined in different, often related ways. We take an interdisciplinary approach, combining insights from research on higher education and ...workplace learning, taking a Western perspective. In doing so we take a multi-dimensional, competence-based approach. Our approach to conceptualizing employability responds to research from both disciplines arguing for a need of integrating approaches to employability, for a unified overview of conceptual frameworks and agreement on definitions of the concept. We conclude that models of employability from these different disciplines can reinforce each other. Certain dimensions of employability are less taken into account in one discipline, while receiving a lot of attention in the other. Hence, our work opens new avenues for conceptual and empirical research on employability in both domains. Moreover, it might influence how researchers and practitioners research and support (lifelong) learning for employability, both in higher education and in the workplace.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The discussion on urban metabolism has been long dominated by natural scientists focussing on natural forces shaping the energy and material flows in urban systems. However, in the anthropocene human ...forces such as industrialization and urbanization are mobilizing people, goods and information at an increasing pace and as such have a large impact on urban energy and material flows. In this white paper, we develop a combined natural and social science perspective on urban metabolism. More specifically, innovative conceptual and methodological interdisciplinary approaches are identified and discussed to enhance the understanding of the forces that shape urban metabolism, and how these forces affect urban living and the environment. A challenging research agenda on urban metabolism is also presented.
Aim To implement an effective pathway to improve the central line service offered by our hospital – a service improvement project led by a Paediatric and Anaesthetic trainee. Background Central lines ...(CI) are required for a variety of paediatric patients and are referred from almost every department in our hospital; and from other hospitals within our region. An recent adverse incident lead to suboptimal care for a child and illustrated major inefficiencies in our referral system. This led us to review the process of central line placement at our centre – where currently no formal pathway exists. Methods Firstly we performed a retrospective audit over a year to ascertain our current workload (1st May 2012 and 31st May 2013.) Data was collected from coding regarding insertion of CI. Secondly a multidisciplinary team was formed of the individual departments involved in the placement of CI. We involved senior staff who could enable and implement the reforms necessary. Results A total of 118 CI lines were inserted. In 70% (83) it was the primary (only) procedure of these 73% (61) were medical 10% (8) were trauma and orthopaedics 6% (5) were surgical 5% (4) were respiratory 2% (2) were oncology 2% (2) ENT and 1% (1) for cardiology and 30% (35) as the non-primary procedure. Implementation This data has been used to bring forward a costed business case for a dedicated central line service. This has involved A Scoping exercise for all equipment and resources requirements Establishing the training requirements needed for the team placing CI’s Liaison with the relevant departments to establish their requirements and to create a communications network. Immediate instigation of a pilot pathway in consultation with managers and our multidisciplinary team. To improve the referral pathway, efficiency and management of the patient. Also documentation and care of central lines post insertion. Conclusion This piece of work shows how trainees can influence the systems they work within leading to real change. It demonstrates how communication and collaboration across disciplines can improve not only the patient care, but improve efficiency and reduce cost.
Making Sense of Culture Patterson, Orlando
Annual review of sociology,
01/2014, Letnik:
40, Številka:
1
Journal Article
Recenzirano
I present a brief review of problems in the sociological study of culture, followed by an integrated, interdisciplinary view of culture that eschews extreme contextualism and other orthodoxies. ...Culture is defined as the conjugate product of two reciprocal, componential processes. The first is a dynamically stable process of collectively made, reproduced, and unevenly shared knowledge structures that are informational and meaningful, internally embodied, and externally represented and that provide predictability, coordination equilibria, continuity, and meaning in human actions and interactions. The second is a pragmatic component of culture that grounds the first, and it has its own rules of usage and a pragmatically derived structure of practical knowledge. I also offer an account of change and draw on knowledge activation theory in exploring the microdynamics of cultural practice and propose the concept of cultural configuration as a better way of studying cultural practice in highly heterogeneous modern societies where people shift between multiple, overlapping configurations.
Students' ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are ...those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students' integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students' capacities for reflection; and introduce the author's research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students' mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.
AimsThe aim of this project was to create a joint midwifery- and neonatal-led training intervention that addresses the learning needs of staff working in transitional care (TC), shares ...multidisciplinary experience and ultimately improves the care of babies in TC.MethodsLearning needs were identified through three methods; 40 members of frontline staff were each asked to select 5 topics they would like to know more about; 2 months’ worth of TC handover lists were reviewed to capture the range of diagnoses and problems encountered and 12 months’ worth of clinical incidents from TC were analysed for learning opportunities. This generated four main learning themes around which a study day programme was structured. Course material was then created in a truly multidisciplinary way, with input from 22 members of staff representing every role working in TC including students from midwifery, nursing and medicine. A virtual study day was held to deliver this content which included: question slides to stimulate two-way learning and check understanding, case-based topic tests developed from the clinical incidents reviewed, spot the mistake picture quizzes, video-link interactive questions requiring thumbs up/down or show how many fingers answers (eg.to trancutaneous bilirubinometer (TCB) or not to TCB, how many hours until the next set of observations etc.), voice recordings of patient handovers for participants to try prioritising to learn about the importance of the story and lots of video content of first on scene simulations and skill demonstrations with multiple break points to encourage discussions around what would you do next. The programme concluded with an expert panel session for senior members of staff from all disciplines to contribute to the discussions. Two training dates were scheduled creating an early and late intervention group and registered attendees were asked to rank their confidence on a five-point scale in managing multiple TC scenarios at multiple time points including before, after and one month after to assess for retention of any impact.ResultsAfter training, the early intervention group (n=32) increased their overall confidence in working in TC by +1.9 points out of five compared to late intervention group (n=22) which, without training, had no change in the same time frame (+0.03). Confidence in managing babies with nasogastric tubes (+2.3), being first on scene to a sick neonate (+2.2) and managing neonatal sepsis (+2.1) were the scenarios where the intervention saw the greatest increase in confidence ranking. 100% of attendees to the intervention ranked the usefulness of the training day as 10/10’brilliant’ for meeting their learning needs and 88%(28/32) said it exceeded expectations in terms of impacting on their practice. Action points derived from the senior panel discussion led to local guideline and practice changes.ConclusionTaking a multidisciplinary approach to creating training interventions for areas where integrated working is crucial to care can significantly improve outcomes. A quarterly targeted TC study day can be an effective tool for increasing frontline staff’s confidence in managing babies in scenarios that commonly present in TC and should be made available to all staff working on postnatal wards.
Although transdisciplinarity has taken hold in many areas, it is still a concept in its early stages of development in Latin America. We see an emergent opportunity to contribute to the current ...discussion on transdisciplinarity and its institutionalization at universities. Our specific interest in this paper is to disentangle the conditions under which transdisciplinarity is developed in Latin American contexts and how it can be better implemented within those contexts. Our study focuses on the context of “Latin American Public Universities.” We examine the following research questions: (i) How is transdisciplinarity conceptualized in university policy and what are the conditions for its institutionalization? (ii) What lessons can be drawn more broadly from the role of university policy in the process of institutionalizing transdisciplinarity? To address these questions, we take the Universidad de Chile as a case study and apply a qualitative methodology of content analysis of university policy documents in the period 2006–2021. Grounded on empirical data, we elaborate on the concept of “situated transdisciplinarity” that emerges from the interplay between practices and policy at the Universidad de Chile and serves as a tool for future institutionalizing processes. We conclude that the concept of “situated transdisciplinarity” can orient transdisciplinary research policy, by problematizing discourses and perceptions.
Interdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and as a result we now have an improved understanding about how best to ...teach and train people. This same body of research must now be used to better inform the development of Artificial Intelligence (AI) technologies for use in education and training. In this paper, we use three case studies to illustrate how learning sciences research can inform the judicious analysis, of rich, varied and multimodal data, so that it can be used to help us scaffold students and support teachers. Based on this increased understanding of how best to inform the analysis of data through the application of learning sciences research, we are better placed to design AI algorithms that can analyse rich educational data at speed. Such AI algorithms and technology can then help us to leverage faster, more nuanced and individualised scaffolding for learners. However, most commercial AI developers know little about learning sciences research, indeed they often know little about learning or teaching. We therefore argue that in order to ensure that AI technologies for use in education and training embody such judicious analysis and learn in a learning sciences informed manner, we must develop inter‐stakeholder partnerships between AI developers, educators and researchers. Here, we exemplify our approach to such partnerships through the EDUCATE Educational Technology (EdTech) programme.
Practitioner Notes
What is already known about this topic?
The progress of AI Technology and learning analytics lags behind the adoption of these approaches and technologies in other fields such as medicine or finance.
Data are central to the empirical work conducted in the learning sciences and to the development of machine learning Artificial Intelligence (AI).
Education is full of doubts about the value that any technology can bring to the teaching and learning process.
What this paper adds?
We argue that the learning sciences have an important role to play in the design of educational AI, through their provision of theories that can be operationalised and advanced.
Through case studies, we illustrate that the analysis of data appropriately informed by interdisciplinary learning sciences research can be used to power AI educational technology.
We provide a framework for inter‐stakeholder, interdisciplinary partnerships that can help educators better understand AI, and AI developers better understand education.
Implications for practice and/or policy?
AI is here to stay and that it will have an increasing impact on the design of technology for use in education and training.
Data, which is the power behind machine learning AI, can enable analysis that can vastly increase our understanding of when and how the teaching and learning process is progressing positively.
Inter‐stakeholder, interdisciplinary partnerships must be used to make sure that AI provides some of the educational benefits its application in other areas promise us.
"Teacher as Curator" provides a roadmap for using creative strategies to engage both educators and students in the learning process. Focusing on key qualities of culturally and linguistically ...responsive arts learning, chapters specifically demonstrate how arts integration strategies and formative assessment can be a catalyst for change in the classroom. Readers will be inspired by teachers and practitioners who have donned the role of curator to achieve significant results. Kindergarten--college educators will find research-based protocols and practices that they can translate into any educational setting. In digestible chapters, this resource provides a theoretical base for building artistic literacy into the curriculum and for developing multimodal opportunities for students to demonstrate their understanding of content. This book: (1) Explores the role of curation in the classroom; (2) Highlights processes for innovation and multimodal learning; (3) Showcases the work of teachers from different subjects and grade levels; (4) Provides examples of integrated learning through lesson planning, curatorial maps, and learning stories; and (5) Offers strategies that can deepen artistic literacy and engage students through formative assessment. Foreword by Beth Lambert.
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