An interview based study of pioneering experiences in teaching and
  learning Complex Systems in Higher Education

Lizier, JT; Harré, MS; Mitchell, M; DeDeo, S; Finn, C; Lindgren, K; Lizier, AL; Sayama, H

An interview based study of pioneering experiences in teaching and learning Complex Systems in Higher Education

Lizier, JT Harré, MS Mitchell, M DeDeo, S Finn, C Lindgren, K Lizier, AL Sayama, H

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Publisher:: Hindawi
Publication Type:: Journal Article
Citation:: Complexity, 2018, 2018, pp. 1-11
Issue Date:: 2018

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Field	Value	Language
dc.contributor.author	Lizier, JT
dc.contributor.author	Harré, MS
dc.contributor.author	Mitchell, M
dc.contributor.author	DeDeo, S
dc.contributor.author	Finn, C
dc.contributor.author	Lindgren, K
dc.contributor.author	Lizier, AL
dc.contributor.author	Sayama, H
dc.date.accessioned	2021-03-02T05:44:24Z
dc.date.available	2021-03-02T05:44:24Z
dc.date.issued	2018
dc.identifier.citation	Complexity, 2018, 2018, pp. 1-11
dc.identifier.issn	1076-2787
dc.identifier.issn	1099-0526
dc.identifier.uri	http://hdl.handle.net/10453/146634
dc.description.abstract	Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes. skills) but also opportunities (e.g. facilitating interdisciplinary interactions and projects) for the classroom. However, there is little published regarding how these challenges and opportunities are handled in teaching and learning Complex Systems as an explicit subject in higher education, and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences, and analyse them with respect to the educational literature. Our discussions explored: approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies to handle them, for example a significant focus on problem-based learning, and the use of major student-led creative projects for both achieving and assessing learning outcomes.
dc.language	English
dc.publisher	Hindawi
dc.relation.ispartof	Complexity
dc.relation.isbasedon	10.1155/2018/7306871
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	0102 Applied Mathematics, 0103 Numerical and Computational Mathematics, 0802 Computation Theory and Mathematics
dc.subject.classification	Fluids & Plasmas
dc.title	An interview based study of pioneering experiences in teaching and learning Complex Systems in Higher Education
dc.type	Journal Article
utslib.citation.volume	2018
utslib.for	0102 Applied Mathematics
utslib.for	0103 Numerical and Computational Mathematics
utslib.for	0802 Computation Theory and Mathematics
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-03-02T05:44:23Z
pubs.publication-status	Published
pubs.volume	2018

Abstract:

Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes. skills) but also opportunities (e.g. facilitating interdisciplinary interactions and projects) for the classroom. However, there is little published regarding how these challenges and opportunities are handled in teaching and learning Complex Systems as an explicit subject in higher education, and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences, and analyse them with respect to the educational literature. Our discussions explored: approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies to handle them, for example a significant focus on problem-based learning, and the use of major student-led creative projects for both achieving and assessing learning outcomes.

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http://hdl.handle.net/10453/146634