Abstract
This paper intricately explores the intersection of interdisciplinary education, liminality, and the transformative process, employing the poignant case study “Visualizing Congenital Heart Disease” as a central lens. Focused on mitigating anxiety during the critical transition from pediatric to adult care, the study orchestrates a collaboration between design students, cardiologists, and patients facilitating life-saving knowledge transfer. Within this dynamic framework, the roles of students, healthcare professionals, and patients undergo a profound evolution, casting a spotlight on the collaborative creation of knowledge. Embracing the concept of transdisciplinarity, the study goes beyond traditional educational boundaries, advocating for a visionary future marked by work-integrated learning. This vision is anchored in the deliberate harnessing of interdisciplinary collaboration and the inherent dynamism of the third space. As this research unfolds, it envisions a revolutionary shift in educational paradigms—a future where knowledge and practices are not merely transmitted but co-created, fostering innovation and transformative approaches. By championing interdisciplinary cooperation and embracing the fluid nature of the third space, this study anticipates a transformative landscape where education becomes a catalyst for co-created knowledge and practices that transcend traditional boundaries.
Presenters
Jennifer DubyAssistant Professor, Department of Design, MacEwan University, Alberta, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—Cultures of Transformative Design
KEYWORDS
Interdisciplinary Education, Liminality, Pediatric Cardiology, Immersive Learning, Transdisciplinarity
