An Interview-Based Study of Pioneering Experiences in Teaching and Learning Complex Systems in Higher Education

Author:

Lizier Joseph T.1ORCID,Harré Michael S.1ORCID,Mitchell Melanie23,DeDeo Simon345,Finn Conor16ORCID,Lindgren Kristian7ORCID,Lizier Amanda L.8ORCID,Sayama Hiroki9ORCID

Affiliation:

1. Centre for Complex Systems and Complex Systems Research Group, Faculty of Engineering and IT, The University of Sydney, NSW, Australia

2. Department of Computer Science, Portland State University, Portland, OR, USA

3. Santa Fe Institute, Santa Fe, NM, USA

4. School of Informatics and Computing, Indiana University, Bloomington, IN, USA

5. Department of Social and Decision Sciences, Carnegie Mellon University, Pittsburgh, PA, USA

6. CSIRO Data 61, Marsfield, NSW, Australia

7. Department of Space, Earth and Environment, Chalmers University of Technology, Göteborg, Sweden

8. School of Education, University of Technology Sydney, NSW, Australia

9. Center for Collective Dynamics of Complex Systems and Department of Systems Science and Industrial Engineering, Binghamton University, State University of New York, NY, USA

Abstract

Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes.

Funder

Australian Research Council

Publisher

Hindawi Limited

Subject

Multidisciplinary,General Computer Science

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