Reframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning

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dc.contributorMcMurtry, Angus
dc.contributor.editorPauline Gagnon
dc.date.accessioned2017-03-15T18:10:13Z
dc.date.available2017-03-15T18:10:13Z
dc.date.issued2013
dc.description.abstractThe purpose of this article is to begin to explore how collective and sociomaterial theories of learning might be applied within interdisciplinary and interprofessional contexts—in particuar the team-based collaboration that is playing an ever larger role in both fields.  It articulates several key features of interdisciplinary and interprofessional activities and then speculates on how they might be productively reframed through the lenses of the following theoretical perspectives: communities of practice, cultural historical activity theory, complexity science and actor-network theory  The article is not intended to be comprehensive; its aim is to begin the process of developing deeper, more theoretically sophisticated understandings of the collective learning and knowing that emerge—often across deep paradigmatic divides—through interprofessional and interdisciplinary collaboration
dc.identifier.citationMcMurtry, Angus. "Reframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning." Issues in interdisciplinary studies 31 (2013): 75-98.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4481
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.subjectInterdisciplinary
dc.subjectInterprofessional
dc.subjectLearning theory
dc.subjectTeamwork
dc.subjectCollaboration
dc.subjectCommunities
dc.titleReframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning

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Issues in Interdisciplinary Studies Volume 31 (2013)