Interdisciplinarity: What it is and how to analyze it beforehand

For the past few years, there's been a lot of talk about multidisciplinarity or interdisciplinarity. Some people are unclear about what we mean when we discuss these issues and how we differentiate them. We're going to discuss this and propose some ways to analyze the interdisciplinary potential of a group of people.

Interdisciplinarity and multidisciplinarity are two possible approaches to developing work in a collaborative group. Each of us has a disciplinary background that stems from our studies and the professional and life experiences we have accumulated. Having a group of people with the same discipline has several advantages, mainly when the group's task is highly focused within the discipline they all share. But this is becoming less common.

What happens if something needs to be developed in a collaborative group and it spans several disciplines? It's possible to consider having several "unidisciplinary" groups. Still, the important thing is to bring together all the disciplines involved so they can discuss and reach agreements that are beneficial for everyone. How can we approach the methodology of work dynamics? In this situation, the following appear:

• Multidisciplinarity involves the juxtaposition of disciplines working within the group. Each discipline contributes its knowledge, methods, and approaches relatively independently or in parallel, without any deep fusion or integration between them. A key characteristic is independence: each discipline maintains its autonomy and its methods. The result is obtained by summing the individual contributions of each discipline. The problem is that we can arrive at solutions that fit the premises, but are not the most appropriate when combined. We therefore run the risk of arriving at a chaotic solution.

Example of a construction that tends towards chaos

• Interdisciplinarity aims to overcome the potential for absurdity by promoting the integration and active collaboration of various disciplines. Through this interaction, disciplines influence one another and combine their methods, concepts, and approaches to tackle problems more comprehensively and holistically. This collaboration generates new knowledge or provides fresh perspectives that would not arise from merely adding together the individual components. Notably, interdisciplinarity fosters the creation of new insights, leading to a deeper understanding and more complete solutions to the issues at hand.

Example of construction that follows appropriate standards

The next question would be: How can we analyze the potential of applying interdisciplinarity to a specific group of people? We can propose a series of steps, stages, or levels.

1. Identify the disciplines that can be involved and their level of essentiality. This involves creating a map of dependencies and the centrality of each of the disciplines.
   
   
2. Conduct an analysis of the people who will be working to determine which disciplines they master and what social dynamics characteristics characterize them. This can also be associated with the roles in which each person feels most comfortable working.
   
   
3. Evaluate points 1 and 2 to determine what training can be proposed and what prior training is necessary.

How can we apply all this to education? We can once again approach it in terms of the levels of skills we need to develop:

a) Necessary social skills

b) Use of collaborative work tools

c) Complementary disciplinary training. Especially those that straddle the boundaries between disciplines. It is not unusual for each discipline to use different vocabulary and methods when addressing a problem.

When planning a training activity, it's essential to consider one based on active, collaborative, and interdisciplinary learning. It's essential to identify the pitfalls that could lead to problems. It's also crucial to provide prior training to help students resolve any issues they may encounter.

Let's consider a COIL (Collaborative Online International Learning) activity that brings together students from multiple universities in various countries, with diverse languages, varied learning experiences, and different disciplines. The instructional sequence could be:

• A preliminary phase is to be carried out in each environment.
• Preliminary analysis of training, potential, and hazards.
• Preliminary training to allow the COIL activity to begin (tools, procedures, roles, timing, etc.).
• Joint capacity-building phase.
• Pose one or more problems for each group to work on. It doesn't have to be the same problem.
• Present a work plan or script. Each group can adjust it and assign roles, timing, partial, and final, inputs/outputs. This is done jointly so that groups can learn from each other.
• Work phase for each group. The progress of the process will be monitored, and any necessary assistance will be offered.
• Final phase: presentation of results, reflection, and evaluation of the activity.

One of the most interesting questions is the time required for each of these phases. It all depends on the characteristics of each activity to be developed. For the first two phases, a week may be sufficient. The group work phase must be assessed according to the circumstances and difficulties involved. The final phase, which consists of preparing a final document and presenting it, can be completed in one to two days. As before, it depends on the number of groups we have and the timing requirements we must respect.

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Introducing Functional Learning Environments

 

It's normal for us to think of a classroom as a space with few elements that promote learning. Theoretical classrooms are designed with tables, chairs, a whiteboard (projector), a computer for the teacher, and sometimes a sound system. Even if we think of scientific or technological laboratories, we cannot introduce elements that promote the learning flow we seek to develop. We like to use closed scripts, which pose few short-, medium-, or long-term challenges. Traditional classrooms are inherently very static. Could we equip these spaces with capabilities that support learning? Why not? We would be thinking of functional learning environments.

What do we mean when we talk about a functional learning environment? We are referring to a comprehensive educational approach beyond the traditional classroom model. This approach encompasses the physical space, teaching methods, and the socio-emotional climate, designed to create an effective, engaging, and student-centered learning experience.

Can we be a little more specific? Yes. Imagine a physical environment and a set of practices deliberately designed to facilitate learning and help students apply that knowledge to real-life situations. This is the essence of a functional learning environment.

The key features of these functional environments include:

• Student-centered learning flows: We prioritize each student's needs and learning styles.
• Active participation: Students actively participate through hands-on activities, collaboration, and problem-solving.
• Flexibility: The environment and teaching methods adapt to different learning activities and needs. As indicated in the previous post, we are not talking about being malleable. We will discuss this in a future post.
• Real-world relevance: Learning connects with practical skills and authentic situations. We can bring the classroom into the real world.
• Support and inclusion: A positive and safe environment where all students feel valued. These are examples of functional learning environments.

Examples of functional learning environments and activities in a university setting:

• Flexible classrooms with the ability to adapt furniture and tools to suit different group sizes and activities. For example, COIL activities are conducted periodically.
• Adapt the environment and tools so learning flows develop in the most contextualized way possible.
• Use project-based learning activities, where students work on various real-life projects.
• Collaborative learning in the local community may include leaving the classroom and interacting with the local social environment.

Here are some key characteristics of functional learning environments:

• Focus on "know-how": Prioritize the development of practical skills and competencies over mere memorization of content. Students are encouraged to apply what they learn in real-life contexts.
• Active and real learning: Encourage active student participation through experimentation, problem-solving, collaboration, and creation. Establish links between learning content and real-world situations, problems, or challenges.
• Flexibility and adaptability: Adapt to individual student needs, allowing for different learning rhythms and styles.
• Use of diverse resources: These incorporate a variety of resources and tools, including manipulative materials, technology, simulations, case studies, and interaction with experts or the community.
• Authentic assessment focuses on demonstrating skills and applying knowledge in relevant tasks and contexts.
• Collaboration and communication promote interaction student-student and students-instructor, encouraging social learning and exchanging ideas.
• Reflection: These encourage students to reflect on their learning process, identifying strengths, weaknesses, and areas for improvement.

Functional learning environments that we can design and use:

• Workshops: Spaces that combine theoretical and practical instruction. This is especially important in engineering programs, as engineers apply their knowledge in real-life situations.
• Laboratories: Environments equipped for experimentation and the practical application of concepts, interconceptual relationships, and models.
• Simulations: Virtual environments that recreate real-life situations so students can practice decision-making and develop skills safely. It is important to note that simulations must be based on real-life situations and not limited to theoretical application elements.
• Real-life situations: This is essential in all university programs, but even more critical in engineering programs. Incorporate external internships that unite theory, modeling skills, and all reality's limitations and challenges.
• In these environments, we can apply various methodologies, for example:
• Project-based learning: Students work on projects that require them to apply knowledge and skills from different areas to solve a problem or create a product.
• Service learning: Students participate in community service activities directly related to the course content, applying what they have learned in a real-life and meaningful context.
• Case studies: In-depth analysis of real-life situations to help students develop analytical, problem-solving, and decision-making skills.
• Virtual learning environments (VLEs) with practical activities: These are online platforms that include interactive scripts, collaborative activities, virtual labs, or collaborative projects to be implemented gradually. Interdisciplinary collaborative projects between subjects from different majors or between different universities (COIL) are even possible.
• Personal learning environments: Flipped Classrooms are an opportunity to bring learning to other spaces we usually use. They seek to empower students to advance their professional careers independently. It may not be possible to fully implement Flipped in the first years of studies. Still, it is highly recommended for the final two years of undergraduate and master's programs. 

We now have two pillars on which to begin building the most effective teaching-learning process possible: learning flows and functional learning environments. Now we'll see how we can make all this a reality.

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Learning Flows: A Crucial Topic

It has been a long time since I last wrote on this blog, and I'm going to try to get back into this healthy habit. What I write serves as notes that can help both me and others. I believe that one of the key elements of learning, especially in engineering, is the study and application of "Learning Flows" in our teaching.

So, what is a learning flow? In the context of instructional design, it refers to the planned route or path that a student follows to achieve the specific learning objectives that have been envisioned. It is a logical and structured sequence of activities, content, interactions, and assessments designed to guide the student from their starting point to mastery of the desired skills.

To create a learning flow, we must know two essential things: where the path begins and where the "journey" ends. A helpful analogy is to imagine a map that guides a traveler through various points of interest until reaching their final destination. The points that the student goes through represent the educational elements they must experience and overcome to learn.

It is crucial to remember that the flow should be:

1. Sequential and Logical: Activities and content are presented in an order that facilitates understanding and knowledge construction. Each stage builds on what has been previously learned.
   
   
2. Student-Centered: The design takes into account learning objectives, prior knowledge, and the learning profiles of each student. 
   
   
• Prior Knowledge: This is characterized by fundamental, specific, and secondary.
• Learning objectives. If we don’t know “where we are going,” we will hardly reach our destination. Each objective must have a designated place in the flow.
• Learning Profiles: Individuals have different learning preferences; some are more deductive, while others are more inductive. Some understand concepts better on a global level rather than focusing on particulars, and others may prefer visuals over text.
  
  
3. Diverse in Strategies and Resources: A good learning flow incorporates a variety of teaching methods, interactive activities, multimedia resources, and tools to maintain motivation and address different needs.
   
   
4. Interactive and Feedback-Driven: Encourages active student participation and provides opportunities for feedback from both the instructor and the activities themselves.
   
   
5. Assessment: Integrates formative assessments to monitor progress and summative assessments to measure the achievement of objectives. All aspects of the flow must be assessed, not just the knowledge (seemingly) acquired by the student.
6. Clear Pathway: Allows the student to understand the process and how to progress at each step.
   
   
7. Flexible and Adaptable: While structured, a good learning flow offers flexibility, allowing students to explore according to their learning profiles and acquired knowledge. It’s essential to differentiate between flexibility and malleability; flexibility means adjusting appropriate elements to achieve objectives adequately, whereas changing the objectives to appear successful is not effective.

Not long ago, a colleague expressed surprise when I explained what a learning flow is and everything it encompasses. He told me he didn’t know how he had learned what he knows; he thought that simply having learned was enough. As a teacher, he applied the same methodology (the learning map) without questioning it. When I inquired about his level of frustration with his teaching performance, he admitted it was terrible. He felt his students were increasingly unprepared each year.

When asked if he would consider changing his approach, he replied that he wasn’t paid to do that. Other colleagues commented that he was speaking a different language. Unfortunately, university teaching requires substantial prior training. We, as educators, often believe that the same learning map we've received is directly applicable to the changing realities of our students. The fact is, the learning map evolves rapidly, and no one has shown us how we can achieve great results. Ultimately, it all depends on the design of the learning flow.

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