WIKI-Wolves dressed in sheep’s clothes? Students understanding of and transgression in an interdisciplinary educational setting

3.3 Interventionist methodologies: bridging theory and practice
Paper in a Symposium (Symp)
Wednesday 30 Aug 04:50 PM (30 minutes)
This presentation follows students taking part in an interprofessional module (faculties include nursing, midwifery, physiotherapy, social work, nutrition and health), at the University College Metropol. Here an educational setting has been created to foster the exploration of reflexive processes’ relation to transgression in different ways than in traditional learning practices. The student’s main task is to produce the content for a web page that allows anyone to add, delete and revise content, using a web browser (within a WIKI framework) - and as students point out: “[...] allow for the teacher to constantly surveille the [groupwork] process.” This unorthodox approach to the learning process was deployed to explore students meaning making and open-ended activities within a practice-based learning setting. An ethnographic experimental pilot study was carried out with two out of a total of fifteen groups. Our aim was to explore and foster the student’s transgression of the boundaries of their own profession and understandings by establishing reflections so that the collaborating students obtained experiences from outside their own professional domain of practice using these experiences to challenge what they are reflecting on, with, from and in. This opens up for the student to experience different ways of participating in practice forms, i.e., the way the individual structures his/her thinking, given a particular institutional practice. By the use of cultural-historical methodology, analysis of observation of interactants, interviews, and focus group interviews new concepts are generated as an integrated part of interpretations connected with the process. Examples will illustrate how the WIKI project offers a platform to identify transgressions and negotiation of these, providing insights into learning practices and engagement as students’ co-construct the web page. Transgression and the interactants’ own-directed activities are here found to be the basis for the possible transformation of the activity. In this presentation, we propose to theorise from the observed transformations and provide insights into novel learning, creative and transgressive acts and in a broader perspective the co-construction of institutional interdisciplinary practices. Overall, the fundamental idea of the presentation is to show how we can study students understanding of transgressions within interdisciplinary collaborations by means of an exploration of open-ended activities and own-initiated practice-related issues.
University of Copenhagen
Aarhus University

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