Complexity-based learning and teaching

a case study in higher education

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation.

Original languageEnglish
Pages (from-to)618-630
Number of pages13
JournalInnovations in Education and Teaching International
Volume51
Issue number6
DOIs
Publication statusPublished - 1 Nov 2014

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