An Interview-Based Study of Pioneering Experiences in Teaching and Learning Complex Systems in Higher Education
Artikel i vetenskaplig tidskrift, 2018

Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes.

Författare

Joseph T. Lizier

The University of Sydney

Michael S. Harré

The University of Sydney

Melanie Mitchell

Portland State University

Santa Fe Institute

Simon DeDeo

Indiana University

Santa Fe Institute

Carnegie Mellon University (CMU)

Conor Finn

CSIRO Data61

The University of Sydney

Kristian Lindgren

Chalmers, Rymd-, geo- och miljövetenskap, Fysisk resursteori

Amanda L. Lizier

University of Technology Sydney

Hiroki Sayama

State University of New York at Binghamton

Complexity

1076-2787 (ISSN) 1099-0526 (eISSN)

Vol. 2018 7306871

Ämneskategorier

Didaktik

Lärande

Pedagogiskt arbete

DOI

10.1155/2018/7306871

Mer information

Senast uppdaterat

2018-12-21