Case study: Making multidisciplinarity work: an active learning approach

Karen Arm; Sophiia De Faia; Melissa Goss; Velu Immonen; Yoi  Kawakubo

doi:10.20919/AZBK3827

Case study: Making multidisciplinarity work: an active learning approach

Karen Arm
, Sophiia De Faia
, Melissa Goss
, Velu Immonen
, Yoi Kawakubo

Solent Identities and Inequalities

Research output: Chapter in Book/Report/Published conference proceeding › Chapter › peer-review

Abstract

In this case study, we show how we implemented playful active learning to respond to the passive pedagogy that was dominating in our Postgraduate Certificate in Research Methods. We start by outlining the challenges we were experiencing in our multidisciplinary course context. Then we describe the Play-Doh method that we used in class. We conclude the case study by arguing that playful pedagogic approaches can help to transcend disciplinary boundaries and build inclusive communities in education.

Original language	English
Title of host publication	Making active learning happen for all: practical ideas for developing and sustaining active learning
Editors	J. Horrocks, S. Wilson-Medhurst
Place of Publication	Brighton
Publisher	Open Press at University of Sussex
Chapter	7
ISBN (Electronic)	9781917548014
DOIs	https://doi.org/10.20919/AZBK3827
Publication status	Published - 1 Mar 2026

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

10.20919/AZBK3827Licence: CC BY-NC-SA

https://openpress.sussex.ac.uk/makingactivelearninghappen/chapter/35/Licence: CC BY-NC-SA

Cite this

@inbook{959fb28e1f2f4b6280cbb9f33d31dc8e,

title = "Case study: Making multidisciplinarity work: an active learning approach",

abstract = "In this case study, we show how we implemented playful active learning to respond to the passive pedagogy that was dominating in our Postgraduate Certificate in Research Methods. We start by outlining the challenges we were experiencing in our multidisciplinary course context. Then we describe the Play-Doh method that we used in class. We conclude the case study by arguing that playful pedagogic approaches can help to transcend disciplinary boundaries and build inclusive communities in education.",

author = "Karen Arm and \{De Faia\}, Sophiia and Melissa Goss and Velu Immonen and Yoi Kawakubo",

year = "2026",

month = mar,

day = "1",

doi = "10.20919/AZBK3827",

language = "English",

editor = "J. Horrocks and S. Wilson-Medhurst",

booktitle = "Making active learning happen for all: practical ideas for developing and sustaining active learning",

publisher = "Open Press at University of Sussex",

}

Case study: Making multidisciplinarity work: an active learning approach. / Arm, Karen; De Faia, Sophiia; Goss, Melissa et al.
Making active learning happen for all: practical ideas for developing and sustaining active learning. ed. / J. Horrocks; S. Wilson-Medhurst. Brighton: Open Press at University of Sussex, 2026.

Research output: Chapter in Book/Report/Published conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Case study: Making multidisciplinarity work: an active learning approach

AU - Arm, Karen

AU - De Faia, Sophiia

AU - Goss, Melissa

AU - Immonen, Velu

AU - Kawakubo, Yoi

PY - 2026/3/1

Y1 - 2026/3/1

N2 - In this case study, we show how we implemented playful active learning to respond to the passive pedagogy that was dominating in our Postgraduate Certificate in Research Methods. We start by outlining the challenges we were experiencing in our multidisciplinary course context. Then we describe the Play-Doh method that we used in class. We conclude the case study by arguing that playful pedagogic approaches can help to transcend disciplinary boundaries and build inclusive communities in education.

AB - In this case study, we show how we implemented playful active learning to respond to the passive pedagogy that was dominating in our Postgraduate Certificate in Research Methods. We start by outlining the challenges we were experiencing in our multidisciplinary course context. Then we describe the Play-Doh method that we used in class. We conclude the case study by arguing that playful pedagogic approaches can help to transcend disciplinary boundaries and build inclusive communities in education.

U2 - 10.20919/AZBK3827

DO - 10.20919/AZBK3827

M3 - Chapter

BT - Making active learning happen for all: practical ideas for developing and sustaining active learning

A2 - Horrocks, J.

A2 - Wilson-Medhurst, S.

PB - Open Press at University of Sussex

CY - Brighton

ER -