Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
This paper introduces a method of using multidisciplinary teams to enhance levels of higher-order thinking and innovative problem solving within higher education. Traditional education methods may sometimes hinder the curiosity and inquisitiveness that drives innovation. For innovation to occur current knowledge must be questioned, solutions discussed, and ideas attempted and learned from regardless of success or failure in the outcomes. Our Innovation-Based Learning (IBL) framework provides students with both the freedom and responsibility to define their own learning within an environment that applies innovative thinking to current challenges. By assembling multidisciplinary teams, students are forced to rethink and reframe concepts that are familiar or dogmatic within their field but may be novel to teammates from other fields. As concepts are reexamined by the teams, new approaches may emerge as each student can contribute their individualized knowledge and skills towards a common innovative solution.
The following work presents and describes how the use of multidisciplinary teams enhances and fosters the development of innovative problem solving within an Innovation-Based Learning course. Within the course described, the learning objectives and deliverables of participants from both multidisciplinary teams and homogeneous teams (i.e. teams in which all members are from the same discipline) are reviewed and compared based on data collected from the course’s online platform. A post-course survey was also administered to the students to gain insight and feedback on their opinions and interpretations of various aspects within the course. Questions relating to the research interests of this paper were analyzed and any noticeable trends inferred from the students’ responses are described.
Swartz, E. M., & Pearson, M., & Singelmann, L., & Striker, R., & Alvarez Vazquez, E. (2020, June), Innovation-based Learning: Enhancing Innovative Problem Solving and Higher-order Thinking in Education Through Multidisciplinary Collaboration Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34832
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