Editorial: Interdisciplinarity and Instructional Design in Technology

Abstract

Higher education today is still constructed through discipline-based approaches. To build a true interdisciplinary curriculum, instructional designers must begin with student needs and expected learning outcomes, which are not discipline specific. It is our hope that, in the near future, instructional design and technology programs will become more visible in the university settings as fine examples of interdisciplinary teaching and research..

Planning an interdisciplinary educational artifact: potentials, weaknesses and challenges

“…International research and works attach relevance with regard to interdisciplinary approaches in teaching (BOSCH, 2020;CZERKAWSKI;SCHMIDT, 2019;STYRON, 2013;OKAMURA, 2019;POWER;HANDLEY, 2019;ASHBY;EXTER, 2019). In these works, there is an important question that the authors raise: the problems of the world are complex and, therefore, the knowledge of only one discipline is generally insufficient to solve them, or even understand them.…”

“…It is necessary that the knowledge of the disciplines complement each other, provide support for each other, so that the view of a situation is total, and not partial. Czerkawski and Schmidt (2019) argue that in most universities there is a strong movement in support of interdisciplinary initiatives, but they emphasize that, despite this undeniable desire, it is a slow process to be implemented in its entirety. What can be said, based on the current literature, is that the efforts for improvements in education are increasing and pointing in the same direction: articulation of knowledge, integral education, interdisciplinarity, solving complex problems.…”