Modelling Transdisciplinary Pedagogy: A Method for Collaborative Curriculum Design

• Published in: Journal of university teaching & learning practice Vol. 19; no. 3
• Main Authors: Allinson, Mark E, Mahon, Kieran
• Format: Journal Article
• Language: English
• Published: University of Wollongong 01.01.2022
• Subjects: College Curriculum; Communities of Practice; Constructivism (Learning); Creative Thinking; Cultural Awareness; Curriculum Design; Interdisciplinary Approach; Relevance (Education); Student Educational Objectives; Teacher Collaboration; Teacher Workshops
• ISSN: 1449-9789; 1449-9789
• DOI: 10.53761/1.19.3.04

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.