Lockdown Learning: the digital transformation of co-curricular interdisciplinary challenges

Abstract

This paper explores three-key issues related to the digital transformation of co-curricular interdisciplinary challenges within a UK higher education institution during the COVID pandemic. It is widely accepted that university graduates must be work-ready with an integrated skill set in addition to discipline specific knowledge to enable them to respond to complex societal challenges. The Creative Connection at Staffordshire University developed a framework using phenomenon-based learning to bridge discipline gaps, develop interconnectivity and enhance learning through 21st century skill development leading to work-ready graduates. Phenomenology provided an epistemological grounding for constructing knowledge of the new world using an interpretive constructionist philosophy. Through responding, reframing, and rethinking, during the COVID lockdowns the Creative Connection was moved into a digital environment which enabled interconnectivity to be taken to a new level with far reaching impact for student learning and skill advancement. The study presented showcases the pedagogic transformation and learning derived.