Understanding the culture, learning and resourcefulness needed to work in interdisciplinary teams
Welcome to the home of “Developing Interdisciplinary Expertise in Universities” (DP200100376), a Discovery Project located at The University of Sydney, part of Sydney Nano’s Catalysts projects and funded by the Australian Government through the Australian Research Council. With this project, we are investigating interdisciplinary cultures, learning, work and resourcefulness and understand the socio-material nature of interdisciplinary learning and interdisciplinary expertise in the context of epistemic cultures.
How do research and innovation communities create interdisciplinary knowledge?
Capturing and mapping the main epistemic features and mechanisms that characterise interdisciplinary knowledge work, expertise, teaching and learning.
How do interdisciplinary teams learn? Identifying how learning is woven into the on-going everyday work of interdisciplinary R&D and establishing the main epistemic features of productive learning activities and environments.
How do team members’ personal resourcefulness interacts with joint learning and shared construction of interdisciplinary knowledge?
Examining what it takes for individuals to develop the resourcefulness needed to tackle interdisciplinary challenges.
How can teacher educators help in-service and pre-service teachers develop their interdisciplinary expertise? A project for pre-service and in-service teacher educators funded by NSW DET Leveraging grant.
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There are a range of frameworks, toolkits and associations addressing interdisciplinary practice from which we will draw over the course of our study. Below are some which you might find useful in your own work in interdisciplinary projects. This list is of course not exhaustive: please suggest further good resources in the comments or directlyContinue reading “Tools and resources to spark up interdisciplinary work”
Two postgraduate research scholarships are available in Design Innovation and Learning Sciences. Apply at The University of Sydney.
This Project is funded by the
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