This paper introduces the creation of an interdisciplinary learning journey by examining two examples of context-specific prototyping from two different generations of students. I will explore how framing prototyping as both a „traveling concept“ (Bal 2002) and a „threshold concept“ (Meyer, Land 2008, 2016) could support interdisciplinary learning.
This paper introduces the creation of an interdisciplinary learning journey by examining two examples of context-specific prototyping from two different generations of students. I will explore how framing prototyping as both a „traveling concept“ (Bal 2002) and a „threshold concept“ (Meyer, Land 2008, 2016) could support interdisciplinary learning.
Ziele:
– Kollegiales Sparring zu interdisziplinärer Umsetz- und Anwendbarkeit des Lehr-Lern-Frameworks SYSTEMISCH LEHRNEN [SIC!]. Anwendung und Datenerhebung über vier Semester Co-Lehre
– Iterative Weiterentwicklung der qualitativen Forschung im unkonventionellen, interdisziplinären Methodenmix, der einer systemischen Grundhaltung entspricht.
What helps to understand transformative learning in sustainability contexts? Experiences may explain how transformability fuels sustainability in transfer contexts by adopting a promising research design for exploring patterns of documented transformational learning in competency-driven and sustainability-induced opportunities.