Multidisciplinary Research Quotes

Teachers’ role as facilitators and mediators is like scaffolding for a new building. It is a process of creating minds through providing new tools based on multidisciplinary learning research, and continuous dialogue about new artifacts, human beings and environments. It is empowering people through learning.

It's clear by now that the problem of language evolution is completely intractable when you approach it from the perspective of a single discipline. For all the salient questions to be answered, the multidisciplinary nature of the field will have to become even more so. So far, it has taken years for individuals in different departments to start talking, to develop research questions that make sense for more than one narrow line of inquiry, and to start to understand one another's points of view. The field of language evolution needs students who can synthesize information from neuroscience, psychology, computer modeling, genetics, and linguistics. The more this happens, the richer and wider the field will become, instead of devolving around one or two theoretical issues.

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

We’ve been treating foot, ankle and knee problems since 1997, with a focus on high quality custom-made orthotics and a holistic, multi-disciplinary approach to patient care. Over time, this has been refined and additional services are now offered, including podiatry, minor surgery, injection therapy, ultrasound and dry needling. We stress continued development, including sourcing the latest research, techniques, materials and technology and integrating them as appropriate.

more recent research, evidence shows that these competency areas pertaining to the domains of social and emotional learning (SEL) have, in fact, become of paramount importance in an individual’s learning and development, leading to his/her own well-being as well as the development of sustainable societies. Further, these competencies are identified to be essential for effective leadership (Taylor, 2018) and are shown to enhance and ‘brighten up’ the development of cognitive domain capabilities.

by engaging in a process of journaling in which individual write/comment on the experiences either as diary entries of via social media platforms. Research shows that such practices enhances learning, development, and overall well-being (Phelan, 2018).

Education/pedagogy researchers also encourage a paradigm shift from teacher-centred to student-centred, or learner-centred, practices of teaching-learning (Ramsden,

research evidence shows a clear no to that question. Recent studies in the areas of emotional intelligence (EI) that build fundamentally on the notion of emotional self-awareness show that EQ (emotional quotient) has a much higher significance than IQ, once a threshold IQ level is reached (Goleman, 2017; Bradberry, 2017; Chamorro-Premuzic, 2014).

Education/pedagogy researchers have identified and revealed that learning can take place in the form of deep learning, surface learning, or what is referred to as strategic learning (Biggs, 2003; Entwistle, 1998).

As recent research evidence suggests, mindfulness/attention training practices enable learners to receive a plethora of information on the matter at hand via sensory organs (most importantly in a nonjudgemental way) until clarity is enhanced (Rechtschaffen & Rechtschaffen, 2015; Hanson, 2019; Spoon, 2018; Langer, 2015; Kabat-Zinn, 2005).

research evidence shows repeatedly, learners in such disadvantaged situations/conditions could benefit from attention training/mindfulness practices so that they can continue engaging in higher-order learning activities.

there is research evidence that the right hemisphere plays a vital role in the operation of the emotions (Silverman, 2002). Time

In other words, high emotional sensitivity can be seen as a catalyst/motivator for learning that produces better decision-makers or visionaries. Research studies show that even temperamental preferences can be changed through learning, especially emotional or traumatic relearning (Goleman, 2005).

The abstract concepts at the center of our oldest cognitive systems constitute a primordial 'blessing of abstraction,' counter to long-standing intuitions concerning what is learned or innate, and what is unique to our species or shared by other animals. For millennia, thinkers have supposed that knowledge begins with modality-specific sensations and culminates in abstract concepts only late in ontogeny and phylogeny. Multidisciplinary research in the developmental cognitive sciences turns this assumption on its head. Although we do not routinely articulate our abstract concepts, they are foundations for learning about things, places, and events at all ages and in a wide range of species. Ancient cognitive systems capture properties of the world that apply to all the diverse environments in which these creatures live.

Of the two, Rick Doblin has been at it longer and is by far the more well known. Doblin founded the Multidisciplinary Association for Psychedelic Studies (MAPS) all the way back in the dark days of 1986—the year after MDMA was made illegal and a time when most wiser heads were convinced that restarting research into psychedelics was a cause beyond hopeless. Doblin, born in 1953, is a great shaggy dog with a bone; he has been lobbying to change the government’s mind about psychedelics since shortly after graduating from New College, in Florida, in 1987. After experimenting with LSD as an undergraduate, and later with MDMA, Doblin decided his calling in life was to become a psychedelic therapist. But after the banning of MDMA in 1985, that dream became unachievable without a change in federal laws and regulations, so he decided he’d better first get a doctorate in public policy at Harvard’s Kennedy School. There, he mastered the intricacies of the FDA’s drug approval process, and in his dissertation plotted the laborious path to official acceptance that psilocybin and MDMA are now following.

Columbia got into orbit without any trouble, docked on schedule with the ISS, and successfully completed a multidisciplinary microgravity and Earth science research mission lasting more than two weeks.