Exploring interdisciplinary challenge-led learning opportunities for knowledge co-creation

Power, EJ ORCID: https://orcid.org/0000-0002-0048-0927 2018, Exploring interdisciplinary challenge-led learning opportunities for knowledge co-creation , in: HEA’s Annual Conference 2018,Teaching in the spotlight : Learning from global communities (Sector priorities), 3-5 July 2018, Birmingham, UK.

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Abstract

Embedding interdisciplinarity into the UG experience is not without its challenges. The practical arguments and value to learning is strong, supported by policy makers, funding councils and professional bodies. The aim of this session is to present interdisciplinary challenge-led learning as a new mode of knowledge production to build intellectual capacity, knowledge co-creation and to develop learning communities.

Item Type: Conference or Workshop Item (Other)
Additional Information: This submission contains three main elements: firstly a book chapter (2018), containing original primary analysis gathered over a project spanning 6 years. This presents a case-study of the Innovation and Creative Exchange (ICE) which uses the concept of challenge-led learning to enable Undergraduate (UG) students to co-create knowledge and form knowledge communities/exchanges leading to the developments of skills and attributes associated with employability, enterprise and entrepreneurship. This chapter presents a blueprint for experiential learning in practice through employing interdisciplinary wicked challenge-led learning opportunities as part of the Higher Education (HE) UG experience. This research demonstrates the value and impact of learning-by-doing and learning through reflection-on-doing the key elements of experiential learning in practice. The book chapter is supported by a journal publication of the case study 92016) and recognition from the HEA in a practice based publication of sector nest practice (2014). There is a plethora of conference proceedings and publications to support dissemination of the impact from this practice-based research.
Schools: Schools > No Research Centre
Depositing User: USIR Admin
Date Deposited: 09 May 2022 06:51
Last Modified: 09 May 2022 06:51
URI: http://usir.salford.ac.uk/id/eprint/63816

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