Beyond paper folding: Origami and focused play to enhance interdisciplinary learning and teaching in universities.
Origami and focused play to enhance interdisciplinary learning and teaching in universities.
This paper presents a case study: a collaboration between an artist, a senior lecturer in engineering, and two faculty members from teaching and learning. It showcases how we, as a consortium are 1) using origami in university STEM teaching as a way of enhancing and promoting arts-based STEAM learning within the contexts of creativity, play, exploration, and learning from failure and 2) charting these processes within a broader interdisciplinary contribution to teaching and learning. As a result of our collaboration, we suggest a new shorthand of ‘makerlearning’ which captures both the physical maker elements underscored with a carefully considered pedagogy.
The process of applied making provides a space where the “gap between disciplines…can be bridged” (Troxler, 2017, p. 13). We are striving for a reframing of invention and innovation within and beyond educational context and contend that “individuals are not creative, ideas are creative” (Clapp, 2016, p. 3). Although our case study focuses on the discipline of engineering, we argue that makerlearning and artistic approaches to understanding complex concepts can be applied across disciplines and extend beyond the classroom into community and industry settings.
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