Project Lotus

As a diverse group of teacher/scholars from a cross-section of the SA HE landscape, brought together through the Teaching Advancement at University (TAU) fellowships programme, we have sought to develop a conceptual framework that addresses the commonalities found as an intersection of our multi-disciplines through focussing on learning centred teaching. Developed through an iterative dialogical interaction analysis process, the resultant LOTUS conceptual framework incites lateral thinking towards integrative teaching and learning, and further offers a disruptive approach to coursework and curriculum development.

The purpose paper serves to articulate the potential feasibility of the trans- and multi-disciplinary conceptual framework towards interdisciplinary dialogues for teaching and learning that is inclusive of the key prevailing theories of learning, common goals of higher education, and important educational principles that need to be addressed in the 21st century.

This Project LOTUS conceptual framework constitutes the outcome of continued research within the scholarship of teaching and learning, and has been successfully tested through 6 individual projects across the 4 disciplines of Arts, Education, Medicine and Law teaching environments.