TRANSark is the shared vision of a transdisciplinary group of educational programs at the Faculty of Architecture and Design, a pedagogical development centre with the ambition of contributing to the emerging paradigm shift in higher education. Whilst being ‘best’ refers to practice within existing paradigms, ‘next’ represents the practice we need today, in order to remain relvant in the future.
We live in times of major transition. Climate change and frequent economic or environmental crises affect all areas of the globe, whilst new technologies, social media and cultural mobility are radically altering our world-view. Consequently, today’s knowledge will soon become outdated and will no longer suffice to find the right answers. Change in pedagogical practice has been slow when compared to these developments.
Projects at NTNU have exemplified the benefits of, and stressed the need for, a radical shift from content-based education to active learning. Such initiatives empower students to learn actively, embrace and navigate complexity, and implement societal change.
Experiences and findings from TRANSark activities will form the basis for new pedagogical methods for implementation in the targets of the TRANSark pilots and other relevant study programs. TRANSark will explore, challenge and develop the relationship between discipline-specific pedagogies and general pedagogies, with the purpose of re-thinking both.
From 2013 -2016 TRANSark was one of seven innovation centres at NTNU fully financed by central funds allocated by the the university rector. Transark is now is hosted by Faculty of Architecture and Design, in collaboration with the Unit of Educational Development.
Top Teach Program 2015-2016 with funding from the NTNU Rector and the Making Is Thinking Lab
Piltot 2 - Live Learning
Real-world situations and problem-based learning within Communities of Practice
Pilot 3 - Complexity and Depth
Multi-perspective understanding and learning as a process of personal growth
Pilot 4 - Emerging Pedagogical Practices
Theoretical framework for the development of pedagogies for other work packages