Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6664
Title: Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical Accounts
Authors: Markauskaite, Lina
Muukkonen, Hanni
Damsa, Crina
Thompson, Kate
Arthars, Natasha
Celik, Ismail
Sutphen, Molly
Esterhazy, Rachelle
Solbrekke, Tone Dyrdal
Sugrue, Ciaran
McCune, Velda
Wheeler, Penny
Vasco, Daniela
Kali, Yael
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Markauskaite, L., Muukkonen, H., Damsa, C., Thompson, K., Arthars, N., Celik, I., Sutphen, M., Esterhazy, R., Solbrekke, T. D., Sugrue, C., McCune, V., Wheeler, P., Vasco, D., & Kali, Y. (2020). Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical Accounts. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 398-405). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The purpose of this symposium is to bring together several research programs that aim to advance the conceptual and methodological foundations for studying interdisciplinary learning and to provide empirical evidence for further development of this, currently undertheorized and understudied, field. The first paper embraces a sociological concept of academic hospitality to look at how different modes of interdisciplinarity are adopted in university courses. The second paper adopts an activity-centered framework to investigate the development of students’ competence during interdisciplinary learning. The third paper takes a linguistic perspective and examines connectedness as a measure of interdisciplinarity in students’ produced artifacts. The last paper adopts a multimodal blending lens to look at how students during interdisciplinary innovation meetings integrate their ideas and construct shared knowledge artefacts. The contributions brought together provide a broad conceptual and methodological ‘toolkit’ for studying interdisciplinary learning from different analytical perspectives and at different levels of granularity.
URI: https://doi.dx.org/10.22318/icls2020.398
https://repository.isls.org//handle/1/6664
Appears in Collections:ICLS 2020

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