Using Cross-Disciplinary Collaboration to Encourage Transformative Learning

摘要

"FINE392: Technology Art Studio" is an innovative course developed in collaboration with Engineering and Fine Arts at the University of Waterloo. The course is team-taught by faculty from Engineering and Fine Arts, and the curriculum includes formal sculptural concepts, collaboration, installation, user-centered design, electricity and electronics, microprocessors, and technology art history. Engineering and Fine Arts students collaborate in interdisciplinary pairs on technology-mediated sculptural works over the duration of the course, culminating in a public exhibition at end of term. FINE392 and similar cross-disciplinary collaborative courses provide an environment conducive to creativity and transformative learning. The eventual goal of our research is to draw conclusions about how to best design and implement such courses in order to maximize the learning experience, leading to a course development model. Here, we discuss the results of a study conducted during the 2006 offering of the course to methodically examine qualitative indicators of transformative learning. Students were asked in a guided-question format to reflect each week on the course impact and the progress of their projects and groups. Analyzing the results, we have identified a progressive pattern in the learning process, leading up to transformative learning events.