The role of ‘Rich Tasks’ an interdisciplinary and digital approach to learning post COVID-19
PDF (Español/English)

Métricas alternativas

Palabras clave

modelos pedagógicos
tarea enriquecida
tecnología digital Interdisciplinary

Cómo citar

Harris, C. (2021). The role of ‘Rich Tasks’ an interdisciplinary and digital approach to learning post COVID-19: [El papel de las "tareas enriquecidas" en un enfoque interdisciplinar y digital para el aprendizaje post COVID-19]. Pixel-Bit. Revista De Medios Y Educación, 61, 99–130.


The Covid-19 pandemic has thrown into stark relief the importance of students being able to be flexible learners:  juggling blended learning opportunities, being independent and creative, and collaborating with staff and students- often in digital virtual environments.

This paper reviews alternative interdisciplinary curriculum models that break down artificial barriers between subject disciplines through the use of ‘Rich Tasks’, interdisciplinary tasks which integrate subject knowledge with developing student skills in the 4C’s collaboration, critical thinking, communication, and creativity. The paper suggests that ‘Rich Tasks’ provide a futureproof methodology as they focus learning on the global, emotionally resilient skills that children need to adapt to a changing digital world where they may change jobs many times.

Historic and current interdisciplinary learning models are explored. Interviews with key practitioners and learners who were and are involved in these were conducted. Significantly positive responses to interdisciplinary learning from both groups of respondents are found. A development of the form of learning called ‘Rich Tasks’ (See Moulds 2004 for definitions) can be constructed through the enhanced knowledge and utilisation of digital technology which teachers have gained worldwide in order to continue teaching during the pandemic.
PDF (Español/English)


ACARA (2021). The Australian National Curriculum. Sydney. Australian Curriculum, Assessment and Reporting Authority (ACARA).

Appleby, M. (2019). What are the benefits of interdisciplinary study. Milton Keynes. Open University.

Bhatti, A. & Jumani, N. (2019). Understanding curriculum. MESHGuide. Education Futures Collaboration charity.

Bloom, B.S. (1956). Taxonomy of Educational Objectives Handbook: The Cognitive Domain. David McKay.

Breslin, T. (2015). Subject hierarchies and the purpose of learning. British Educational Research Association.

Breslin, T. (2021). Lessons from lockdown. Routledge.England.

Capel, S., Lawrence, J., Leask, M., & Younie, S. (2019). Surviving and Thriving in the Secondary School: The NQT’s Essential Companion (1st ed.). Routledge.

CBI (2019). Education and Learning for the Modern World. Pearson.

Derrida, J. (1978). Writing and difference. University of Chicago press.

Education Queensland (2000). Queensland State Education 2010. Brisbane. Office of Strategic planning and portfolio services.

Education Queensland (2000). The New Basics Project paper. Education Queensland.

European School Net (2021).

Furaso, M. (2008). What is Teaching for Understanding. Harvard Graduate school of Education. USA.

Glob, P.V. (1969). The Bog People: Iron man preserved. Faber and Faber.

Glow Connect .(2021). (2021). Guidance, English Baccalaureate. London. UK Parliament.

Haines, S., & Thomas, S. (2005). The ‘new basics’ in a traditional High School-Teacher experiences in aligning curriculum, pedagogy and assessment. Conference Paper at the redesigning pedagogy: research. Policy. Practice. Singapore.

Hargreaves, A. (2003). Teaching in the Knowledge Society. Teachers College Press.

Harris, C. (1998). Intertextuality in the classroom. (unpublished master’s thesis.) Institute of Education. London.

Hockerill Anglo-European college (2021). IB Diploma Programme.

Homewood School and 6th form college (2017). Curriculum Policy.

International Baccalaureate: (2021). Education for a better world.

Keuchal, T., Beaudry, J., & Ritz-Swain, S. (2015,). Visual literacy. MESHGuide. Education Futures Collaboration charity.

Leask, M., & Younie, S. (2021). Ensuring Education for all in times of Crisis. Routledge.

Matthews, B. (2021). Aims and values. In B. Hudson, M. Leask & S. Younie (Eds.). Education System Design: Foundations, Policy Options and Consequences (1st ed.) (pp.2-11). Routledge.

Mirandanet (2021).

Moulds, P. (2004). Rich Tasks: open ended tasks involve students in connecting learning to the real world. Education Leadership, December 2003 - January 2004, 75-78.

OECD (2021). Future of Education and Skills 2030. OECD.

Ornstein, A.C., & Hunkins F.P. (2018). Curriculum: Foundations, Principles and Issues, (7th edition). Pearson Education.

Outhwaite, D. (2017). Educational Leadership in the International Baccalaureate: critical reflections on modern elite formation and social differentiation. Unpublished doctoral thesis.

Outhwaite, D., & Ferri, G. (2017). Critical Reflections on Modern Elite Formation and Social Differentiation in the International Baccalaureate Diploma Programme in England. Oxford Review of Education, 43(4), 402-416.

Pudiyono. (2019). Applying the Twenty first century Skills (4C Skills) in present classroom Instructions. Proceedings of the 4th Progressive and Fun Education International conference. http://10.2991/pfeic-19.2019.1

Rosenshine, B. (2012). Principles of Instruction. Research based strategies that all teachers should know. American Educator, 36(1), 12-15.

RSA (2021). What is opening minds

Sizer, T. (1990). Performance and Exhibitions: The demonstrations of Mastery. Horace, 6(3), 1-11

Streeting, W. (2020). Let’s face the future again. Fabian ideas no 651.Fabian Society.

Tait, C. (2016). A good day’s work. What workers think about work, and how politics should respond. Fabian Society.

The State of Queensland (Department of Education and Arts (2004). The New Basics Research Report. Brisbane, Queensland.

Wasserberg M. (2008). Human Scale thinking at the heart of a large school. Calouste. Gulbenkian foundation.

Watanabe-Crockett, L. (2018). The best critical thinking tools aligned with Bloom’s taxonomy.

Wiske, M.S. (1999). What is Teaching for Understanding? In J. Leach., & B. Moon (Eds.). Learners and Pedagogy. The Open University and Paul Chapman Publishing.

Williams, L. (2014). Using ICT in the secondary school. In Capel, S., Leask, M., & Younie, S. (Eds.). (2013). Learning to Teach in the Secondary School: A Companion to School Experience (6th ed.). Routledge.

Worton, M., & Still, J. (1990). Intertextuality; theories and practices. Manchester university Press.

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Derechos de autor 2021 Píxel-Bit. Revista de Medios y Educación


Los datos de descargas todavía no están disponibles.