This document outlines a workshop on developing the effectiveness of teams through transdisciplinarity. The workshop introduces concepts of transdisciplinarity and distinguishes it from multi- and inter-disciplinarity. Participants work in groups to develop concepts for potential transdisciplinary undergraduate modules that address complex problems from different perspectives. Groups map out learning approaches, activities, outcomes and assessments for their proposed modules and consider stakeholders needed to implement the modules. The workshop aims to help participants recognize the value of transdisciplinary approaches for tackling complex issues.

1. Developing the Effectiveness of Teams
Through Transdisciplinarity
Dr Mike Wride
Academic Developer, Centre for Academic Practice and eLearning (CAPSL)
and Adjunct Associate Professor, School of Natural Sciences
@WrideMike
wridem@tcd
Cardiff, Nov 2017

2. Trinity College Dublin, The University of Dublin
Learning Outcomes
 relate and distinguish between transcdisciplinarity, multi- and inter-
disciplinarity
 comprehend the philosophical basis for transdisciplinarity
 appreciate the relationships between chaos, complexity and
emergence from a transdisciplinary perspective
 recognise that development of empathy, active listening and effective
communication through dialogue are essential for transdisciplinary
approaches to working in groups and teams
 employ practical strategies for developing skills in transdisciplinarity in
groups and teams
 examine complex ‘wicked problems’ from different perspectives using
a transdisciplinary approach in groups and teams
 operate more comfortably in a space of ambiguity and paradox in
groups and teams
By the end of this session, delegates will be able to:

3. Trinity College Dublin, The University of Dublin
Outline
1. Introduction to Transdisciplinarity (10 mins)
2. Sharing Meaningful Learning Experiences (10 mins)
3. Identify a potential transdisciplinary undergraduate module (25 Mins)
4. Develop the transdisciplinary undergraduate module (25 Mins)
5. Review of concept maps produced at each table (20 mins)

4. 1. Introduction to
Transdisciplinarity
(10 mins)

5. Trinity College Dublin, The University of Dublin
What is Transdisciplinary?
- A creative problem solving approach applicable to complex,
multidimensional problems (Nicolescu, 2010; 2014)
- Distinct from ‘inter-disciplinary’ and ‘multi-disciplinary’ to
generate new ideas while recognising disciplinary
perspectives as valid.
- Transcends disciplines and individual
experience/perspectives to attain new solutions.
- Allows for and recognises ambiguity and paradox.
- Uses an open exploratory, phenomenological/social
constructivist approach.

6. Trinity College Dublin, The University of Dublin
What is Transdisciplinarity? Cont…
- Scientifically associated with Complexity and Chaos Theory
and Emergence: wholes are greater than the sum of their
parts.
- Insights from Quantum Physics: space of possibilities,
conscious participatory view of reality.
- Systems rather than a linear, mechanistic, reductionist
approach.
- Combines Dialogue, Reflection and Action.
- Metacognition: ‘thinking about thinking’.
- Integrated and ‘ecological’ approach: collaboration in a
supercomplex world (Barnett, 2000; 2011).
- Community of Inquiry (Pardales & Girod, 2006).
SEDA

7. Trinity College Dublin, The University of Dublin

8. Trinity College Dublin, The University of Dublin
Towards a Transdisciplinary
Perspective
Values &
beliefs
Attitude
Motivation
Knowledge
Skills

9. Trinity College Dublin, The University of Dublin
Transdisciplinarity is a matter of
perspective
T
A B
What we are always attempting to do when using a
transdisciplinary approach is to open up creative
spaces so that we can see new perspectives and
appreciate how the parts connect to create the whole.
C
T
T
How many objects are there?
2, 3 or 4 objects depending
on your perspective
How many objects can you see?
A

10. Trinity College Dublin, The University of Dublin
What is a Wicked Problem?
“A problem that is difficult or impossible to solve because of
incomplete, contradictory, and changing requirements that
are often difficult to recognize.
The use of term "wicked" here has come to denote resistance
to resolution, rather than evil.
Moreover, because of complex interdependencies, the effort
to solve one aspect of a wicked problem may reveal or
create other problems.”
https://en.wikipedia.org/wiki/Wicked_problem
SEDA

11. Trinity College Dublin, The University of Dublin
Feedback from Participants at TIN
Launch Workshop: April 2016
“..inquiry-based learning, bringing the notion of free inquiry back into
education.”
“The concept of TD involves metacognition, that it assumes that there is a
meta-reality to our immediate realist understanding of reality. This is very
interesting for me. TD looks beyond our familiar boundaries of knowing.”
“Inspired with ideas for things to try in my own class. It can help students
interrogate how they learn / how they are being trained / how their discipline
is shaping them.”
“The value of pushing boundaries and establishing rather than following
norms.”
“…thought about the idea that creativity is what’s desired”
“…it is fantastic to be with like-minded colleagues and it’s a very creative space
full of possibilities. The potential to design something together is very
exciting.”

12. Trinity College Dublin, The University of Dublin
UG TD Module Pilot

13. Trinity College Dublin, The University of Dublin
UG TD Module Pilot Cont

14. Trinity College Dublin, The University of Dublin
Student Feedback from UG Co-curricular
Transdisciplinary Pilot: April 2017.
“I learned to expand my own views and consider points I might otherwise
dismiss”
“[skills in active listening] will impact upon my practice as a physiotherapist by
allowing me to respect and understand other clinicians’ opinions and
expertise.”
“I found myself thinking about the concept of dialogue over the weekend and
trying to distinguish conversations I was having.”
“In my personal life, I feel more empowered with the notion that even though I
have come far out of my comfort zone…true creation can only come with
meeting something totally different and I just need to stay open to hearing
dialogue and translating that into constructive discussion...It has given me
hope…”
“[I learned] that somewhere in the college people understand that mixing
ideas up is important.”
SEDA

15. 2. Sharing Meaningful Learning
Experiences
(10 mins)

16. Trinity College Dublin, The University of Dublin
Think of a ‘Meaningful Learning
Experience’ you have had
1 min

17. Trinity College Dublin, The University of Dublin
Pair up with somebody,
Introduce yourself and share
your experience.
3 mins!

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Empathise
Tell the other person their
story back to them, as if you
are them (in the first person)
3 mins max!

19. Trinity College Dublin, The University of Dublin
How did the exercise make you feel?
What did you notice about yourself?
Discuss!
3 mins

20. 3. Identify a potential
transdisciplinary undergraduate
module
(25 Mins)

21. Trinity College Dublin, The University of Dublin
Brief Introductions & Wicked Problem
i. Introductions
i. of individuals at each table (discipline, admin roles, skills etc)
ii. Identify a Wicked Problem for a UG Module:
i. Based on the disciplinary experience and skill sets of individuals
at each table:
i. identify a mutually agreeable title for an undergraduate
module,
ii. which will engage students from different disciplines in
addressing a ‘wicked problem’
iii. of relevance to issues in society locally or globally using a
transdisciplinary approach.

22. Trinity College Dublin, The University of Dublin
Hints and Tips
- Engage in mindful, open and creative dialogue (different than debate
and/or discussion) ensuring everyone’s voice is heard
- Actively listen, effectively communicate
- Accept the challenges and opportunities of different disciplinary languages
and perspectives
- Inhabit an open space of possibilities
- Use open questioning: avoid closing ideas down too soon
- Accept ambiguity and paradox
- Be willing to modify or even abandon your pre-conceived ideas
- Scaffold the learning experience you develop but don’t make it rigid
- Allow for your group creativity to result in the emergence of new ideas and
approaches
- Think about how you can present your UG Module in a creative way to
share it with your colleagues

23. Trinity College Dublin, The University of Dublin
Freeing yourself up
Creative Action: The making of meaning in a complex world
Edward Matchett (1975)
Freeing Yourself Up
Boys and girls come out to play,
The moon doth shine as bright as day.
Leave your supper and leave your sleep,
And join your playfellows in the street.
Come with a whoop and come with a call,
Come with a good will or not at all.
Up the ladder and down the wall,
A half-penny loaf will serve us all;
You find milk, and I’ll find flour,
And we’ll have a pudding in half an hour.

24. 4. Develop the transdisciplinary
undergraduate module
(25 Mins)

25. Trinity College Dublin, The University of Dublin
Concept Mapping
i. Concept map the undergraduate module (flip chart sheets and
coloured marker pens);
i. identify learning approaches, activities,
ii. outcomes,
iii. type of assessment etc;

26. Trinity College Dublin, The University of Dublin
Stakeholders
ii. Identify key stakeholders
i. Who would have to convince within the university and in the
community to make this module happen?
ii. Work in groups to dialogue/role play stakeholders;
iii. Recognise paradoxes and ambiguities which arise and result in
impasse;
iv. Facilitate thinking and communication processes to transcend
issues and enable creative emergence of potential solutions.

27. 5. Review of concept maps
(20 Mins)

28. Trinity College Dublin, The University of Dublin
Review
i. Discussion of the process: challenges, opportunities, tensions.
ii. Did the groups get to a truly transdisciplinary approach?
iii. How can this be approach be useful for tackling wicked problems in
your institution?
Any Questions/Feedback?

29. References
Barnett, R. (2000). University knowledge in an age of supercomplexity. Higher
Education, 40(4), 409-422.
Barnett, R. (2011): The coming of the ecological university, Oxford Review of
Education, 37:4, 439-455.
Brown V.A., Harris J.A., Russell J.Y. (2010). Tackling wicked problems through the
transdisciplinary imagination. Earthscan Ltd, London, UK.
Matchett, M. (1975) Creative Action: The making of meaning in a complex world.
HarperCollins, London, UK.
Nicolescu B. (2010). Methodology of transdisciplinarity- levels of Reality, Logic of
the included middle and complexity. Transdisciplinary Journal of Engineering and
Science, 1, 17-32.
Nicolescu B. (2014). Methodology of transdisciplinarity. World Futures, 70(3-
4):186–199.
Pardales, M. J. & Girod, M. (2006). Community of inquiry: its past and present
future. Educational Philosophy and Theory, 38(3), 299 - 309.
.

30. Thank You!