Collective learning in an industry-education-research test bed

Golja, T; McClean, S; Jordan, K

Collective learning in an industry-education-research test bed

Golja, T

McClean, S Jordan, K

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Publication Type:: Chapter
Citation:: Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, pp. 185 - 199
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Golja, T https://orcid.org/0000-0003-4932-8982	en_US
dc.contributor.author	McClean, S	en_US
dc.contributor.author	Jordan, K	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, pp. 185 - 199	en_US
dc.identifier.isbn	9783319937427	en_US
dc.identifier.uri	http://hdl.handle.net/10453/130075
dc.description.abstract	© Springer International Publishing AG, part of Springer Nature 2018. The creation of UTS’s and Animal Logic’s Master of Animation and Visualisation (MAV) tackles fundamental and contemporary shifts in business and society by testing a model that could enable a matching paradigm shift in education. As an industry–university initiative designed to educate the next generation of game-changers, the curriculum centres squarely on critical and creative thinking, problem posing and solving, innovation and invention, and complexity and collaboration. Participants in the programme, academic researchers and industry partners work collectively to address complex creative problems in order to step beyond the boundaries of the known and into new domains. In this chapter, we begin to describe and analyze this collaboration and its creative practices. The three pillars of a framework for making sense of collective professional learning, developed and tested in a recent Australian Research Council Linkage Project, are used to examine the complex, dynamic, highly nuanced and ecological nature of learning as it occurred in this collaborative industry–university environment. That process distilled a set of enacted principles. As a test bed for explicating the art and science of collectivity in creative practice, initial findings suggest the nature of fine-grained studies now needed to yield further insights, model and theorize collective learning.	en_US
dc.relation.ispartof	Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning	en_US
dc.relation.isbasedon	10.1007/978-3-319-93743-4_13	en_US
dc.title	Collective learning in an industry-education-research test bed	en_US
dc.type	Chapter
utslib.for	130201 Creative Arts, Media and Communication Curriculum and Pedagogy	en_US
utslib.for	1902 Film, Television and Digital Media	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation/UTS Animal Logic Academy
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© Springer International Publishing AG, part of Springer Nature 2018. The creation of UTS’s and Animal Logic’s Master of Animation and Visualisation (MAV) tackles fundamental and contemporary shifts in business and society by testing a model that could enable a matching paradigm shift in education. As an industry–university initiative designed to educate the next generation of game-changers, the curriculum centres squarely on critical and creative thinking, problem posing and solving, innovation and invention, and complexity and collaboration. Participants in the programme, academic researchers and industry partners work collectively to address complex creative problems in order to step beyond the boundaries of the known and into new domains. In this chapter, we begin to describe and analyze this collaboration and its creative practices. The three pillars of a framework for making sense of collective professional learning, developed and tested in a recent Australian Research Council Linkage Project, are used to examine the complex, dynamic, highly nuanced and ecological nature of learning as it occurred in this collaborative industry–university environment. That process distilled a set of enacted principles. As a test bed for explicating the art and science of collectivity in creative practice, initial findings suggest the nature of fine-grained studies now needed to yield further insights, model and theorize collective learning.

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http://hdl.handle.net/10453/130075