Transitioning toward Transdisciplinary Learning in a Multidisciplinary Environment

Abstract

Multidisciplinary learning, interdisciplinary learning and transdisciplinary learning are often used with a similar meaning, but the misunderstanding of these terms may cause a failure of defining learner needs and developing high quality learning design. In this paper, the three terms are reviewed in line with learner engagement and are conceptualised according to different types and levels of interactivity. An undergraduate course, named Creative Industries: Making Connections, was designed to deliver various learning modules to over 1200 students from 11 different disciplines in a blended learning mode. A visual communication learning module in the course, in particular, challenges students as well as academic staff to experience transdisciplinary learning. A survey was conducted to evaluate students' learning experience in the visual communication learning module. The results of the survey bring up meaningful implications for the realisation of transdisciplinary learning.

Designing a Women’s Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration

“…These views are consistent with the previous research which suggests that while traditional learning is often narrow and exclusive of other perspectives and constrained to 'discipline-specific silos' (Gilligan et al 2014, p2), interdisciplinary learning offers a broader, more holistic experience that generates deeper understandings and a shared conceptual framework (Park & Son 2010).…”

“…The differences between interdisciplinary learning and transdisciplinary learning are matters of debate within the literature. Park and Son (2010) assert that in interdisciplinary learning, students collaborate through interaction and learn to be 'knowledge collaborators' while transdisciplinary learning takes this a step further, and students learn to be 'knowledge producers'. Gibbs (2017) suggests that transdisciplinary learning 'transcends and integrates discipline paradigms' while Pohl (2011) is of the view that it entails 'a deep search for a unity of knowledge'.…”

Context of STEM Integration in Schools: Views from In-service Science Teachers

“…Multidisciplinary learning refers to 'additive knowledge' where various disciplines are combined together yet each discipline is independent and separable to the others (Park & Mills, 2014;Park & Son, 2010). Whereas an interdisciplinary learning approach is where disciplines are integrated and boundaries are blurred.…”

Transdisciplinary learning in technology degrees

“…While there are numerous definitions for these terms, here we broadly align with the views expressed in [1] and [2], adapted for how they typically manifest in student project work.…”