The Emerald Handbook of Challenge Based Learning

Cover
The Emerald Handbook of Challenge Based Learning
The Emerald Handbook of Challenge Based Learning
Copyright
Table of Contents
List of Figures and Tables
About the Editors
About the Contributors
Introduction – The Lay of the Land
Introduction
Understanding Challenge-Based Learning
Organization of the Book
Conclusion
References
1. Creating a Learning Ecosystem for Developing, Sustaining, and Disseminating CBL the Case of TU/e Innovation Space
Abstract
Introduction
Background
Creating a Full Learning Ecosystem
Two Flagship CBL Courses
Lesson Learned – Students' Perspective
Lesson Learned – Academics' Perspective
Other Elements of the Learning Ecosystem
Impact of the Whole Learning Ecosystem
Future Research Directions
Conclusion
Acknowledgments
References
2. Challenge-Based Learning in Engineering Education: Toward Mapping the Landscape and Guiding Educational Practice
Abstract
Introduction
Background
Development of a Conceptual Framework for CBL
Guiding Educational Practice: CBL Design Principles
Mapping the Landscape: CBL Compass
Design Principles and Compass Indicators
Vision of CBL
Real-Life and Open-Ended Challenges
Focus on Global Themes
Involvement of Stakeholders
CBL Teaching and Learning
Learning Goal: Development of T-Shaped Professionals
Learning Goal: Self-Directed Learning
Learning Goal: Collaborative Learning
Learning Goal: Interdisciplinary Learning
Learning Activities
Teaching
Assessment
Use of Technology
CBL Support
Resources and Space
Teacher Support
Implementing CBL: The Case of E3
Mapping of E3 Using the CBL Compass
The Use of CBL Design Principles to Guide Redesign of E3
Discussion
Solutions and Recommendations
Future Directions
Conclusion
References
3. Implementation of the Challenge-Based Learning Approach at the Tecnologico de Monterrey, Mexico
Abstract
Introduction
Tecnológico de Monterrey
Tec21 Educational Model
Challenge-Based Learning
The First Attempts of CBL, the i-Week
The Experiences at the Beginning of the Undergraduate Engineering Programs and the i-Semester
The Cable Car Challenge
The Rube Goldberg Challenge
The i-Semester as the Key Element for the CBL Experience
Methodology for the Implementation of CBL at Tecnologico de Monterrey
The Impact of the Implementation of CBL in the Tecnologico de Monterrey, a Global Perspective
Discussion and Future of CBL
Acknowledgments
References
4. Advancing a Design Thinking Approach to Challenge-Based Learning
Abstract
Introduction
Background
CBL as a Teaching Strategy
Linking DT and CBL
CBL/DT and Specific Subjects (STEAM, STEM, and Non-STEM)
Systematic Analysis of CBL Literature
Defining the Search Terms
Initial Search Results
Initial Data Analysis
Bibliometric Analysis
Author Influence
Affiliation Statistics
Network Analysis
Keyword Co-occurrence Analysis
Keyword Clustering Network
Discussion
Cluster 1 – Learning for Sustainability
Cluster 2 – Evaluating CBL
Cluster 3 – A Pedagogy for Technological Competences
Analysis of Design Thinking Literature
Discussion
Conclusion and Recommendations
Future Directions
References
5. Challenge Based Learning in Finance
Abstract
Introduction and Rationale
Raison d'etre and Background
Lincoln Student Managed Investment Fund
Inception
Membership and Organization
Current Portfolio and Recent Experience (2020–2021)
Benefits to Students and Achievements of the Fund
Peer support, Team building, and Career Networking.
Knowledge sharing and Award-Winning Industry Links
Current Development and Future Direction
Conclusion
Notes
References
Websites
6. Addressing the Challenges of DMOs in the Italian Alps Through CBL in a Time of Pandemic: A 2020–2021 Online Workshop at ...
Abstract
Tourism, Higher Education, and CBL
Tourism Management and CBL in the Digital Age
Curriculum Planning for Tourism HE
A Tourism HE Workshop in a Time of Pandemic
Quality and Implied Needs
Implied Needs for Group A: Tourism Data Sharing and Reliability
Implied Needs for Group B: Local Actors' Involvement
Implied Needs for Group C: Web Content Management
Implied Needs for Group D: Cooking as a Communication Trigger
Implied Needs for Group E: Guest Guidance Platforms
Implied Needs for Group F: Dealing With Overtourism
Challenges and Needs
Future Directions
Conclusion
Acknowledgments
References
7. Ten Years Evaluating CBL in Aerospace Engineering Education
Abstract
Introduction
CBL Experiences
Tools and Examples of Application
Evaluation Surveys
Validated Instruments for the Assessment of Competencies Under Study
Lessons Learned
Conclusions
Acknowledgments
References
8. Embedding 21st-Century Skills Through Challenge-Based Learning. Delivering Operations Management to Undergraduate Students
Abstract
Introduction
Background
Main Focus
The Origins
Subsequent Events
Data Collection and Analysis
Evaluating the Effectiveness of the UoL4.0 Challenge
Reflections and Lessons Learned
Grasping Experience
Transforming Experience
Other Issues Concerning CBL Implementation
The Effects of COVID-19
Limitations of This Research and Future Directions
Conclusion
Acknowledgments
References
9. Self-Directed Approach as an Opportunity to Learn in Challenge-Based Learning (CBL). A CBL Experience With Cross-Discipl ...
Abstract
Introduction
CBL and Assessment
The Challenge Approach at the University of Trento and the Healthcare Fund Challenge
The Three CBL Phases in the Healthcare Funds Challenge
Engage Phase
The Investigate Phase
The Act Phase
The Assessment and the Self-Directed Approach in the Healthcare Fund Challenge
The Learning Contract
Learning Diaries and Outcomes
Peer Evaluation
The Final Project
The Reflection Report
Lessons Learned and Future Directions
The Learning Contract
Learning Diaries and Outcomes
Peer Evaluation
The Reflection Report
Future Directions
Conclusion
Acknowledgments
References
10. Three European Experiences of Cocreating Ethical Solutions to Real-World Problems Through Challenge Based Learning
Abstract
Introduction
Background
Ethics Instruction: From Hypothetical to Real-Life Contexts
Rationale and Goals for Teaching Ethics via CBL
Learning Goals of CBL Ethics Instruction
Teaching Engineering Ethics via CBL
The CBL Experience of University of Lübeck
Course Setup
Stakeholder Role
Learning Goals and Deliverables
Course Structure
The Experience of CBI – Fusion Point
Course Setup
Stakeholder Role
Learning Goals and Deliverables
Course Structure
The Experience of Eindhoven University of Technology
Course Setup
Stakeholder Role
Learning Goals and Deliverables
Course Structure
Lessons Learned
Institutional Support
Student Experience
Stakeholder Involvement
Online CBL Pedagogy
Future Directions
Conclusion
Notes
References
11. Sustainable Development Goals Through Challenge-Based Learning Implementation in Higher Education – Education for Susta ...
Abstract
Introduction
Background – The Sustainable Development Goals, a Series of Global Challenges
CBL: A Methodology to Address the Real Challenges of the 2030 Agenda
Methodology: Teaching With Real Challenges
CLB, a Methodology to Know and Propose Solutions to DGS
SDGs' Challenge and Its Stages
Stages of the SDG Challenge
Stage 1. Analysis and Diagnosis of the Municipality
Stage 2. Exploratory Analysis
Stage 3. Success Stories of Municipal Development With an SDG Approach
Stage 4. Strategic Planning With an SDG Approach
Stage 5. Delivery of Results
Results and Discussion
Challenges, SDGs and Proposed Solutions
Evaluation
Written Report Rubric
Part I. Evaluation of the Content of the Written Report
Part 2. Evaluation of the Structure, Information, Format, and Presentation of the Written Report
Video Rubric
Part 1. Planning, Design, and Technical Elements
Part 2. Thematic Content
Part 3. Encouragement to Learning
Future Directions
Conclusion
Note
References
12. Challenge-Based Learning for Social Innovation in a Private University in Puebla, Mexico
Abstract
Introduction
Background
Main Focus of the Chapter
UPAEP
Main Influences for Challenge-Based Learning at UPAEP
Educational Model U50
Entrepreneurial and Innovation Education
Academic Systems for Social Relevance
2030 Sustainable Development Goals
Formative Program
Common Good Pedagogy
Connections-Based Learning
Integrative Projects for Social Pertinence
Significant Experiences
How CBL Started at UPAEP
Issues, Controversies, and Problems
Example: University Experience with CBL: Social Reconstruction Project (SDG 1: End Poverty in all Its Forms)
The General Context
Intervention Through CBL
Solutions and Recommendations
Future Directions
Conclusion
References
13. Involving External Partners in CBL: Reflections on Roles, Benefits, and Problems
Abstract
Introduction
Background
Roles and Functions External Partners take on in Challenge-Based Learning at TUHH
External Partners in CBL at TUHH
Courses and Data Set Used to Extract and Reflect on Roles and Function of External Partner
Roles and Functions of External Partners in CBL at TUHH
Benefits of Working with External Partners in CBL
Issues Related to Working with Externals
Reflection on Stakeholder Activities and How They Might Influence Student Participation
Future Directions
Conclusion
Acknowledgments
Notes
References
14. Implementing CBL in HEI Curricula: Challenges and Opportunities for Industry Partners
Abstract
Introduction
Background
UoL4.0 Challenge at Lincoln International Business School
Engaging with Industry and Local Government Partners
Methodology
The Interview Approach
About the Interviewees
Results and Discussion
Reasons for Taking Part
Understanding the Process
Engaging with the Students
Presentation of the Solution
Validity and Implementation of the Solution
Benefits of Participation
Working with Local Government Partners
Conclusions
References
15. Training Future Teachers to Teach With Challenge-Based Learning the Form@tive Project
Abstract
Introduction
Background
Main Focus of the Chapter
Results of the First Cycle of the Form@tive Project – Does CBL Help to Train Future Teachers?
Expected/Developed Learning During the Curricular Units
Expected/Developed Transversal Learning Skills
Ability to Perform Challenge-Based Learning Steps
Relevance of the Form@tive Project for the Teacher Training Path
Clusters of Positive and Negative Aspects, at the End of Cycle I-Stage 1
Results of the First Cycle of the Form@tive Project – How Can the Process Be Improved?
Solutions and Recommendations/Lessons Learned
Conclusion
Acknowledgments
Notes
References
Additional Reading
16. Challenge Based Learning: Recommendations for the Future of Higher Education
Abstract
Introduction
Background
The Changing Purpose of Higher Education: Instrumental vs. Liberal
The Need for New Student Skills and Competencies
Identifying the Place of Challenge-Based Learning Within the Future of Higher Education
Global Themes
Recommendations
Real-World Challenges
Recommendations
Inter/Multidisciplinarity
Recommendations
Innovation and Creativity
Recommendations
Collaboration
Recommendations
Technology Enhanced Learning
Recommendations
Flexibility
Recommendations
Challenge Definition
Recommendations
Future Directions and Conclusions
Conclusion
Acknowledgments
References
Index