Activity: Participating in or organising an event typesOrganization of a workshop, panel, session or tutorial

Eva Durall Gazulla - Member

Jaana Brinck - Member

Teemu Leinonen - Member

Title: Pedagogical methods for inclusive STEAM education
The increasing urge to ensure learners can cope with the challenges of post-industrialized societies has put Science, Technology, Engineering, Arts and Mathematics (STEAM) education at the centre of attention. While inter- and trans-disciplinary thinking are at the core of STEAM education, it is still challenging to move beyond the disciplinary boundaries and design activities that integrate different areas of knowledge in a meaningful way.
This workshop builds on the debates on inter- and trans-disciplinary education and advocates for the need to embrace diversity to support inclusive learning environments that stimulate combining different areas of knowledge. The concept of diversity needs to be understood from a wide perspective and refers to the participants’ and educators’ backgrounds and worldviews, the topics, the pedagogical approaches and methods, as well as the formats of the activities. From this perspective, ensuring diversity is a first step towards transdisciplinary education and goes hand in hand with inclusion.
Scholars have claimed the need to consider pedagogical inclusion as a central element of learning design. Pedagogically inclusive design advocates for taking into account learners’ different needs, and ensure accessibility from a broad perspective. According to the Inclusive Design research center, the key dimensions of inclusive design relate to recognizing individuals’ diversity and uniqueness, adopting inclusive methods and tools, and expanding the impact.
Developing a learning design that is pedagogically inclusive requires high levels of empathy. The user-centered and participatory design tradition have recognised the importance of reaching an empathic understanding with the design beneficiaries throughout the design process. Co-design and participatory design methods support rich understanding of the design beneficiaries’ challenges and needs by involving and collaborating with them throughout the design process. The final aim is to ensure the design solutions are relevant and useful for the design beneficiaries. Thus, co-design and participatory design methods can help to develop pedagogically inclusive learning designs that that support inter- and trans-diciplinary thinking in STEAM education.
During the workshop, participants will get to know about ongoing research projects that tackle STEAM education in different learning environments (formal and non-formal) and with diverse age groups (from 9 to 25 years) at european level. At the workshop, participants will also be introduced to several design principles and methodologies for supporting STEAM learning, with special attention to those that support inter- and trans-disciplinary thinking. The design principles have been co-designed with science learners and educators in informal learning environments and provide examples of methodologies and best practices to plan and ideate new programs and activities, facilitate activities, and support long-term engagement in STEAM education. During the session, participants will be asked to assess how well the design principles and methods fit to their own context and practice. Building on these initial discussions, participants will identify methods that support inter- and trans-disciplinary thinking and co-design inclusive STEAM activities.

1 Apr 2020


Abbreviated titleITK
Duration1 Jan 1900 → …

Event: Conference

ID: 39346165