![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
Challenge-based learning (CBL) is described as “a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development.” (p. 22). The authors cite Malmqvist et al (2015) with the following definition: “Challenge-based learning takes places through the identification, analysis and design of a solution to a sociotechnical problem. The learning experience is typically multidisciplinary, involves different stakeholder perspectives, and aims to find a collaboratively developed solution, which is environmentally, socially and economically sustainable.”(p. 22)
The paper lists a lot of potential benefits of CBL, such as authentic learning, multidisciplinary teamwork, addressing issues of importance in the future and recognises problem based learning and the CDIO approach (Conceive, Design, Implement, Operate) as precursors to CBL. The authors suggest that CBL expands on CDIO in the areas of problem identification and formulation, included business components and consideration of societal impact, but caution that the multiple aims of CBL and the added value from PBL don’t come at the cost of student learning.
The article discusses a longitudinal study carried out over three years and three student groups completing their masters projects in the Chalmers Challenge Lab. Data were collected to determine students’ self-perception of fulfilment of learning outcomes as well as additional learning outcomes, and to determine how far along in the CDIO process (cycle?) the masters projects went. Results show that on the whole students did perceive that their experiences had fulfilled the learning outcomes. Three in particular were given high scores, indicating significant learning; those are related to problem formulation, sustainable development and working independently. Additional skills learned including working across disciplines and with stakeholders.
The stages of the projects were problem formulation, idea or model generation, concept development, testing/evaluating within an academic setting and testing/evaluating by external stakeholders. 41% of students reached the second phase, 32% reached the third phase, 23% reached the 4th phase and only 1 reached the final phase. That being said, the progress made on the projects and the relationships built were expected to have ongoing impact nonetheless. The study concludes that the academic learning demands of a masters degree were met by the projects within the Chalmers Challenge Lab. While there are similarities between CDIO projects and CBL experiences, the latter cannot replace the former due to the likelihood of a CBL project not reaching the test/evaluation phase. They suggest that engagement in both types of learning experience would develop a more comprehensive skill set than one alone.
This was an interesting first paper to read on CBL. I shall follow up on some the papers cited.
Do not treat this blog entry as a replacement for reading the paper. This blog post represents the understanding and opinions of Torquetum only and could contain errors, misunderstandings or subjective views.
