Gemma O’Sullivan
Biographic Data
| ID | 9696539 |
|---|---|
| NAME | Gemma O’Sullivan |
| GIVEN NAMES | Gemma |
| FAMILY NAME | O’Sullivan |
| SIGNATURE | O’SULLIVAN G |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-2780-7464 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
U-shaped learning
Over the past two decades, transdisciplinarity has been cited increasingly by policymakers and university actors as a means to reshape learning and research processes to improve society’s potential to tackle grand societal challenges. Most recently, the Earth-Humanity Charter calls for the co-creation of a worldwide network of thousands of transdisciplinary hubs that will be active at local, national, and global levels, with a function to address…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
No prominent works on this page.
U-shaped learning
Over the past two decades, transdisciplinarity has been cited increasingly by policymakers and university actors as a means to reshape learning and research processes to improve society’s potential to tackle grand societal challenges. Most recently, the Earth-Humanity Charter calls for the co-creation of a worldwide network of thousands of transdisciplinary hubs that will be active at local, national, and global levels, with a function to address…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Biomedical and Engineering Education (1 work) · Educational Games and Gamification (1 work) · Educational Leadership and Innovation (1 work) · Engineering (1 work) · Engineering ethics (1 work) · Higher education (1 work) · Innovative Education and Learning Practices (1 work)