Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This article presents research done in an interdisciplinary educational context at VIA University College in Denmark. The research is based on a learning design approach for the design of digitally mediated learning to be integrated in educators’ teaching practice. Action learning and action research sustain the learning design methodological approach. The authors have focused on the factors that influence the educator’s and the developer’s engagement and creativity in participating in a learning design process and development of digitally mediated learning materials.
The authors will reflect upon the interdisciplinary interactions that materialize in/engender a joint research agenda, where researchers from different domains collaborate with educators and developers across VIA. Furthermore, reflections are offered on what has been learnt during the research process in relation to investigating the learning design process in an interdisciplinary educational context. Insights into which factors need attention in general and more importantly in an interdisciplinary context have been drawn from the research and the reflections on this are made.
