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|Title: ||Pedagogy for visually supported acquisition of cross-disciplinary innovation skills and knowledge|
|Authors: ||Lofthouse, V.A.|
|Issue Date: ||2017|
|Publisher: ||Common Ground Publishing|
|Citation: ||LOFTHOUSE, V.A., BOHEMIA, E. and KUZMINA, K., 2017. Pedagogy for visually supported acquisition of cross-disciplinary innovation skills and knowledge. IN: Griffith, S.,
Carruthers, K. and Biemal, M. (eds.) Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship, Champaign, IL: Common Ground Publishing pp. 1-38.|
|Abstract: ||The ability to be innovative is a key skill which governments are increasingly asking universities to equip their students with. This chapter focuses on how visual tools can support the uptake of innovation skills and knowledge in cross-disciplinary student projects within a higher education setting. It recognises that exposure to cross-disciplinary collaboration is an increasingly important element of student learning in order for them to develop transferable’ skills such as cross-functional communication. It illustrates how visual tools can support activities such as project planning and facilitate the development of ‘transferable’ skills such as the ability to seek mutual understanding amongst diverse team members, despite differences in students’ disciplinary vocabulary.
This chapter reflects on how knowledge learnt in the field of design education, has been utilised effectively with students engaged in several cross-disciplinary modules and programmes, exposed to a range of learning environments to facilitate the development of innovative thinking processes. Seven visual tools which have been effectively used to enhance the teaching of cross-disciplinary teams of students at Loughborough Design School and the Institute for Design Innovation at Loughborough University London are presented. The potential benefits and challenges that these tools offer cross-disciplinary team members as they develop their innovation skills and knowledge are reflected upon. Particular attention is paid to the need to bridge gaps in communication, often common in cross-disciplinary teams.|
|Description: ||This book chapter is in closed access.|
|Version: ||Submitted for publication|
|Publisher Link: ||http://theuniversitypressbooks.cgpublisher.com/about.html|
|Appears in Collections:||Closed Access (Loughborough University London)|
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