Webinar Series | Research into Challenge-based Education: Educational Design Principles

4TU.CEE continues the webinar series on challenge-based education at the 4TUs. The new series will discuss research into CBE/CBL practices and will focus on students, lecturers and stake holders. What can these groups learn when participating in CBE/CBL trajectories?

The second session will focus on educational design principles. In order to get a better insight in the design principles we will look into 3 different research projects from three Universities of Technology.

Speakers:

Antoine van den Beemt, Karolina Doulougheri  (TU/e)

After the stage of initial conceptualisation and definition of CBL, the field is in need of practical guidelines for implementing CBL in higher (engineering) education. The guidelines consist of design principles for instruction and assessment. Starting from the approach of variety in CBL, materialised in the online instrument CBL-compass, we work towards an overview of design principles. At the webinar we present the current state of design principles as they are included in a forthcoming bookchapter of the Handbook of Challenge-Based Learning.

Cassandra Tho (WUR)

Currently in Wageningen University & Research (WUR), there is a variety of challenges being offered, both in-curricular and extra-curricular. Similar to the ambiguity in literature on what CBL actually entails, it is not yet clear what CBL means in the WUR context. In an attempt to define what CBL means in the WUR context, as well as to create a framework to guide the future implementation of CBL/CBE, a Delphi Panel study is currently underway, to gather WUR colleagues’ perspectives on what are key characteristics and learning outcomes of CBL and to investigate the similarities and differences between extra-curricular and in-curricular CBL. The results of the Delphi Panel and the resulting framework will be presented at the webinar.

Leonie Bosch-Chapel, Koen DePryck (UT)

Over the past two years, an increasing number of staff has been implementing features of CBL in their teaching. At the University of Twente, we observe a particular interest in the following features of CBL: interdisciplinary collaboration, stakeholder involvement, authentic learning (challenges) and competence/skill development. In spite of a rising interest and commitment, Higher Education (HE) institutions find it hard to materialise innovation such as CBL across all levels (teaching staff, programme and faculty, the university). At the UT, we started the process of tweaking the validated Maturity Model for the introduction of E-learning in HE (Marshall 2010) into a validated CBL Maturity Model (CBL-MM). The CBL-MM will give educators a tool for reviewing the current state of CBL readiness and, at the same time, analyse the support needs for further implementation of CBL features. During the webinar, we will show how the model can be put to use. 

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