[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-240304-105":53,"doc-detail-240304-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","silk-roots-a-design-template-for-interdisciplinary-learning-projects","Silk Roots - A Design Template for Interdisciplinary Learning Projects","","This paper presents a design template for interdisciplinary project-based learning (PBL), using a design thinking approach, with the “Silk Roots” project as the case study. It addresses how traditional education compartmentalises knowledge and restricts students’ understanding of real-world complexities. A comprehensive four-stage framework guides implementation, from empathising with stakeholders and defining needs, to ideating, prototyping, and implementing student research and 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problem does the paper address with interdisciplinary PBL design?","Question",{"text":108,"@type":109},"It highlights that traditional education often compartmentalises knowledge, which limits students’ understanding of intricate real-world systems and relevance.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What is the four-stage framework proposed for implementing interdisciplinary PBL?",{"text":113,"@type":109},"The framework follows Empathise, Define, Ideate, and Prototype/Implement stages, guiding stakeholder focus, project relevance, idea generation, and student-led exploration with teacher facilitation.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the Silk Roots project influence the template’s implementation?",{"text":117,"@type":109},"The project’s outcomes lead to a generalised design template that supports designers through logistical and philosophical considerations, including conceptualisation, planning, student research, and final outcomes.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},240304,1791719402,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":60,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":15,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":8,"language":134,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":61,"update_tm":138,"read_time":79},8796093062539,"# Silk Roots-ADesign Template for Interdisciplinary Learning Projects\n\nNivedh Jayanth,Mallya Aditi International School,IndiaMary Rita Paul,Mallya Aditi International School,India  \n# The Barcelona Conference on Education 2023Official Conference Proceedings\n\n## Abstract\n\nThis paper introduces a design template for interdisciplinary project-based learning (PBL),utilising a design thinking approach,with the \"Silk Roots\"project as a case study.Traditionaleducation often compartmentalises knowledge,limiting students'understanding of real-worldcomplexities.In response to these limitations,the paper presents a comprehensive four-stageframework for the implementation of interdisciplinary PBL rooted in design thinkingprinciples.  \nEmpathise:The design process begins with identifying users and stakeholders,recognisingteachers as designers.The primary user is the student,but the community and curriculum arealso significant stakeholders.  \nDefine:Students seek real-world relevance and complex systems understanding.The processof crafting projects must address these needs while promoting collaboration,diverseperspectives,and student agency.  \nIdeate:The context of the educational system,the desired learning outcomes and the practicalrealities inform the possibilities that can be envisaged.  \nPrototype:The implementation stage involves a student cohort studying the silk industry nearBengaluru,India,with teachers facilitating their exploration.A unique outcome is thefacilitators'transformation into co-learners,enriching the educational journey.  \nImplement:The success of the \"Silk Roots\"project led to the creation of a generalised designtemplate.The template supports a project designer through logistical and philosophicalconsiderations.It begins with conceptualisation and definition of the project study area,logistics and planning,the process of student research and the final outcomes of the project.While such interdisciplinary PBL experiences might have cultural and practical limitations,the larger learning outcomes justify their consideration.  \nKeywords:Design Thinking,Interdisciplinary Project-Based Learning,Student-CenteredEducation,Co-learning,Project Design,Curriculum Innovation,Problem-Solving,StudentEngagement,Holistic Education,Educational Reform  \niafor  \nThe International Academic Forumwww.iafor.org  \n## 1.Introduction\n\nTraditional academic courses typically guide students through a linear trajectory,advancingfrom knowledge assimilation to conceptual comprehension to the demonstration of specificskills,often focusing on isolated topics (Peng et al.,2021).However,thiscompartmentalisation of knowledge into distinct categories can limit the appreciation andunderstanding of intricate,real-world systems(Henriksen et al.,2017).The historic focus inIndia has also been on examination proficiency and not necessarily real-world applicability ofknowledge or skills.Mallya Aditi International School,established in 1984,aspires toeducate its students beyond the examination as outlined in its philosophy and vision(as statedon the school website):  \n“.…urge the students to question the conventional,challenge theories,validatehypotheses and employ analytical reasoning.At Aditi,students have exposure beyondbooks and academia.”  \n“Aditi creates opportunities for students to become confident,thinking,independentindividuals who are sensitive to diversity,aware of their heritage and able to face thechallenges of their time.”  \n“...provides an education that is broad-based,encompassing a range of inter-connected disciplines.\"  \nThe students of Mallya Aditi International School,hailing predominantly from upper-classfamilies,are well-acquainted with the modern face of Bengaluru as a technology hub.However,they often remain largely oblivious to the deep-rooted silk industry,which is anintegral part of Bengaluru's rich culture and tradition.This 300-year-old heritage thrives inthe northern outskirts of Bengaluru,India,not far from the campus of Mallya Adit","cbCaigYWLgGBonHk","https://ap.wps.com/l/cbCaigYWLgGBonHk","pdf",1524093,"English","# Abstract\n# 1. Introduction\n## 1.1. The Design Thinking Approach","[{\"question\":\"What problem does the paper address with interdisciplinary PBL design?\",\"answer\":\"It highlights that traditional education often compartmentalises knowledge, which limits students’ understanding of intricate real-world systems and relevance.\"},{\"question\":\"What is the four-stage framework proposed for implementing interdisciplinary PBL?\",\"answer\":\"The framework follows Empathise, Define, Ideate, and Prototype/Implement stages, guiding stakeholder focus, project relevance, idea generation, and student-led exploration with teacher facilitation.\"},{\"question\":\"How does the Silk Roots project influence the template’s implementation?\",\"answer\":\"The project’s outcomes lead to a generalised design template that supports designers through logistical and philosophical considerations, including conceptualisation, planning, student research, and final outcomes.\"}]","Silk Roots - A Design Template for Interdisciplinary Learning Projects | PDF",1789159740]