Contested Contexts for Collaborative Learning
Education for sustainable development is seen as an emerging imperative. It demands a major shift in the way students are taught and learn within the Higher Education sector. It requires a more flexible approach to the development and teaching of academic disciplines. Much of this change is in line with what graduates will need in an increasingly diverse and challenging work environment. Education for creative thinking engages students in the nurturing of aesthetic values and the generation of new ideas (creativity); the successful exploitation of new ideas towards the development of new artefacts or products, services and systems (innovation); the shaping of ideas to become attractive propositions for users and stakeholders (design); and the contribution to culture and commerce through initiative and entrepreneurship.
Collaborative, cross-curricula and multidisciplinary approaches are consistently endorsed as the most appropriate pedagogies for advancing the sustainability, creativity and innovation agendas. Learning the ‘language’ of another discipline is possible, but this is not synonymous with being able to traverse discipline boundaries, navigate its knowledge culture and transfer competencies appropriate to creativity and sustainable development into educational pedagogies.
Keywords: Creativity, Collaborative Learning, Sustainable Development, Multidisciplinary Scenarios, Spatial and Visual Literacies
Dr. Barbara Dass
Senior Lecturer, Faculty of Art, Design and Built Environment, University of Ulster