Unplugging Education: Removing barriers to engaging with new disciplines

Tim Bell, Michael Fellows, Frances Rosamond, Judith Bell, Daniela Marghitu

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

    Abstract

    Academic disciplines have fundamentals that are usually taught as a pre-requisite before students can fully engage with the discipline; for example, a first computer science course typically begins with programming, and music typically begins with learning notation and simple pieces. However, such a focus on the fundamentals can create a perception that the fundamentals define the discipline, and may dissuade students from progressing. In this paper we explore approaches from disparate disciplines that leapfrog these initial barriers, and provide students with an engaging experience of the discipline, which in turn can motivate them to learn the fundamentals. We draw out commonalities in such approaches, and consider how they apply universally across disciplines.
    Original languageEnglish
    Title of host publicationProceedings for Society for Design and Process Science 2012
    Place of PublicationPending
    PublisherSociety for Design and Process Science
    Pages1-8
    Number of pages8
    Publication statusPublished - 2012
    EventSociety for Design and Process Science Transformative Research and Education through Transdisciplinary Means - Berlin Germany
    Duration: 10 Jun 201214 Jun 2012

    Conference

    ConferenceSociety for Design and Process Science Transformative Research and Education through Transdisciplinary Means
    Period10/06/1214/06/12

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