Complexity-based learning and teaching: a case study in higher education

Fabricatore, Carlo and López, Ximena (2014) Complexity-based learning and teaching: a case study in higher education. Innovations in Education and Teaching International, 51 (6). pp. 618-630. ISSN 1470-3297

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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.

Item Type:	Article
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Schools:	School of Computing and Engineering
Related URLs:	Publisher
Depositing User:	Carlo Fabricatore
Date Deposited:	25 Nov 2014 16:00
Last Modified:	28 Aug 2021 18:46
URI:	https://eprints.hud.ac.uk/id/eprint/22433

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