This is the title of an Abstract for a white paper that Roy Williams, Simone Gumtau and I recently submitted to SEAD.
SEAD is a working group that is looking to report on and
address new opportunities or roadblocks to improve collaboration between science and engineering and arts and design. The report will also analyze existing reports issued internationally over the last ten years and develop a meta-analysis of these previous reports. http://seadnetwork.wordpress.com/about/
We now have until November 15th to submit our White Paper, which must include a summary section with suggested actions. The more specific the Suggested Actions the better:
a) Identify the STAKEHOLDER (people or organizations in a position to take an action, or who will benefit from the success of your work).
b) Describe briefly the roadblock or problem you have learned in your own work, and suggest actions that others can take to help overcome such problems.
c) Identify new important opportunities that you feel should be made a priority.’
Our thinking for this submission is influenced by two recent papers we have worked on and submitted for publication.
1. Williams, R., Mackness, J. & Gumtau, S. (2012) Footprints of Emergence. International Review of Research in Open and Distance Learning
- this has been accepted and hopefully will be published in the next edition of IRRODL
2. Williams, R., Mackness, J. & Gumtau, S. (2012) Synaesthesia and Embodied Learning.
- this has been submitted to the Leonardo Journal and is awaiting review
In the Footprints of Emergence paper we expand the ideas we developed in an earlier paper on emergent learning Emergent Learning and Learning Ecologies in Web 2.0 , with a particular focus on developing a framework for designing curricula for emergent learning.
In the Synaesthesia and Embodied Learning paper, we explore how synaesthesic enactive perception can underpin innovative learning design.
Since writing and submitting these two papers we have begun to think more deeply about how they inform each other and the implications for enhancing creativity and innovation across the disciplines through considerations of emergent, prescriptive, synaesthesic and embodied learning in relation to curriculum design.
For further information see also Roy’s blog post of Friday 17th August – also with the title ‘Describing Changing Curricula’