The Emerald Handbook of Challenge Based Learning

Description

Challenge-Based Learning (CBL) is a cutting-edge educational approach that integrates traditional learning modules (theory and practice) with real-life challenges that require innovative solutions and that can be applied to a variety of subjects. As the first landmark work on this innovative methodology, The Emerald Handbook of Challenge Based Learning offers an in-depth exploration on how to conceive, design, implement, monitor, and develop CBL initiatives in Higher Education Institutions. International experts explore the use of CBL in different disciplines at university level, and present findings from its implementation based on students' first-hand experiences. They provide real examples on how to implement CBL in different disciplines and formats, from face to face to blended deliveries. Crucially, they offer ways to implement CBL effectively in disciplines less connected to CBL practice, such accounting, finance, marketing and sustainability, food technology, biomedicine, and ICT to name a few. Results, from the implementations reported, suggest that CBL increases students' understandings of real-life settings and is conducive to students' development of 21st century skills. Given the shift in education towards finding solutions to real life challenges, particularly in the wake of the coronavirus pandemic, this novel handbook will be crucial reading for researchers, course designers, and teachers across a range of subject areas, and those interested in improving teaching methods, and adopting new teaching styles, across higher education. 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