Frequently Asked Questions
Have a look at our FAQs, maybe you already will find an answer to your question here.
It is not simply inviting another discipline into an established course and making a few superficial tweaks! This might look good on the surface, but it is probably not maximizing the learning potential of all the students. A good place to start is with our course design section and co-plan with representative teachers of the newly invited disciplines. You’ll have to start by, for example redefining your disciplinary knowledge and skills objectives, incorporating the new disciplines as well as the interdisciplinary process skills that you wish to facilitate. See pages for detailed steps and recommended approaches.
The difference is in how the group collaborates to approach the task at hand, as well as the levels of integration that are expected in the output. For example, a multidisciplinary group may have different disciplines working in parallel on their part of the project. It is clear which discipline did which part. Whereas with an interdisciplinary group, there is more knowledge sharing and the product aspects are not so clearly delineated; aspects of the project show creative fusion of disciplines with novel outputs. See below for further facets.
Before we decide on the assessment, we must check what our learning objectives define, and align the assessments appropriately for the levels and learning activities that are planned. Remember you must facilitate the learning of the objective (coaching, scaffolding, teaching) before you can fairly assess it. See Assessment page for more information.
