Key References

Following are listed key references in the areas of interdisciplinary learning, expertise, epistemic fluency and design.

Design & Patterns

Goodyear, P & S Retalis, eds. Technology-enhanced learning: design patterns and pattern languages. 2010, Rotterdam: Sense.

Wrigley, C, Principles and practices of a design-led approach to innovation. Int J of Design Creativity and Innovation, 2017. 5(3-4): 235-255.

Expertise & Epistemic Fluency

Brinkmann, S, Could interviews be epistemic? An alternative to qualitative opinion polling. Qualitative Inquiry, 2007. 13(8): 1116-1138.

Collins, A & W Ferguson, Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 1993. 28: 25-42.

Collins, H & R Evans, Rethinking expertise. 2007, Chicago: University of Chicago Press.

Edwards, A, Being and expert practitioner: The relational turn to expertise. 2010, Dordrecht: Springer.

Knorr-Cetina, K, Epistemic cultures: How the sciences make knowledge. 1999, Cambridge: Harvard University Press.

Markauskaite, L & P Goodyear, Epistemic fluency and professional education: Innovation, knowledgeable action and actionable knowledge. 2017, Dordrecht: Springer.

Reimann, P & L Markauskaite, Expertise, in International handbook of the learning sciences, F Fischer, et al., eds. 2018, New York: Routledge: 54-63.

Smith, EM, JK Ford, & S Kozlowski, Building adaptive expertise: Implications for training design, in Training for a rapidly changing workplace: Applications of psychological research, MA Quiñones & A Ehrenstein, eds. 1997, Washington, DC: American Psychological Association: 89-118.

Smith-Doerr, L, et al., Epistemic cultures of collaboration: Coherence and ambiguity in interdisciplinarity, in Investigating interdisciplinary collaboration: Theory and practice across disciplines, S Frickel, et al., eds. 2017, New Brunswick: Rutgers University Press: 65-83.

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Interdisciplinarity & Collaboration

Akkerman, SF & A Bakker, Boundary crossing and boundary objects. Review of Educational Research, 2011. 81(2): 132-169.

Barry, A, G Born, & G Weszkalnys, Logics of interdisciplinarity. Economy and Society, 2008. 37(1): 20-49.

Boix Mansilla, V, Interdisciplinary learning: A cognitive–epistemological foundation, in The Oxford handbook of interdisciplinarity, R Frodeman, et al., eds. 2017, Oxford: Oxford University Press: 261-275.

Borrego, M & LK Newswander, Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. The Review of Higher Education, 2010. 34(1): 61-74.

Derry, SJ, CD Schunn, & MA Gernsbacher, eds. Interdisciplinary collaboration: An emerging cognitive science. 2005, Mahwah: LEA.

Frickel, S, M Albert, & B Prainsack, eds. Investigating interdisciplinary collaboration: Theory and practice across disciplines. 2017, New Brunswick: Rutgers University Press.

Goodwin, C, Co-operative action. 2018, Cambridge: Cambridge University Press.

Goodyear, P & M Zenios, Discussion, collaborative knowledge work and epistemic fluency. British J of Educational Studies, 2007. 55(4): 351-368.

Graff, HJ, Undisciplining knowledge: Interdisciplinarity in the twentieth century. 2015, Baltimore: Johns Hopkins University Press.

Kasali, A & NJ Nersessian, Architects in interdisciplinary contexts: Representational practices in healthcare design. Design Studies, 2015. 41: 205-223.

Klein, JT, Interdisciplinarity and complexity: An evolving relationship. Emergence: Complexity and Organization, 2004. 6(1-2): 2-10.

Lattuca, LR, D Knight, & I Bergom, Developing a measure of interdisciplinary competence. Int J of Engineering Education, 2013. 29(3): 726-739.

Lyall, C, et al., Interdisciplinary provision in higher education: Current and future challenges. 2016, Heslington, UK: Higher Education Academy.

Markauskaite, L & M Nerland, An ecological framework for studying interdisciplinary learning: Linking culture, activity and mind, in The 18th biennial EARLI conference for research on learning and instruction. 2019, accepted 14/02/2019, Aachen, Germany: 12–26 August.

Nicolini, D, J Mengis, & J Swan, Understanding the role of objects in cross-disciplinary collaboration. Org Science, 2012. 23(3): 612-629.

Nikitina, S, Pathways of interdisciplinary cognition. Cognition and Instruction, 2005. 23(3): 389-425.

Pennington, D, A conceptual model for knowledge integration in interdisciplinary teams: orchestrating individual learning and group processes. J of Environmental Studies and Sciences, 2016. 6(2): 300-312.

Pennington, DD, Bridging the disciplinary divide: co-creating research ideas in eScience teams. CSCW, 2011. 20(3): 165-196.

Shen, J, S Sung, & D Zhang, Toward an analytic framework of interdisciplinary reasoning and communication (IRC) processes in science. Int J of Science Education, 2015. 37(17): 2809-2835.

Spelt, EJH, et al., A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European J of Engineering Education, 2017. 42(6): 761-774.

Spelt, EH, et al., Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 2009. 21(4): 365-378.

Webber, M, The character of interdisciplinary research. Examined through a sample of socio-environmental research projects. 2013, Melbourne: The Australian Council of Learned Academies.

Woods, C, Researching and developing interdisciplinary teaching: Towards a conceptual framework for classroom communication. Higher Education, 2007. 54(6): 853-866.

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