From CDIO to Challenge-Based Learning Experiences -- Expanding Student Learning as Well as Societal Impact?

Autor/inn/en	Kohn Rådberg, Kamilla; Lundqvist, Ulrika; Malmqvist, Johan; Hagvall Svensson, Oskar
Titel	From CDIO to Challenge-Based Learning Experiences -- Expanding Student Learning as Well as Societal Impact?
Quelle	In: European Journal of Engineering Education, 45 (2020) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1441265
Schlagwörter	Learning Experience; Interdisciplinary Approach; Sustainable Development; Universities; Social Change; Foreign Countries; Student Attitudes; Technology Education; College Students; Teaching Methods; Innovation; Outcomes of Education; Design; Student Projects; Active Learning; Self Evaluation (Individuals); Case Studies; Longitudinal Studies; Laboratories; Sweden + Suchen Sie Ihr Suchwort? Lernerfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Nachhaltige Entwicklung; University; Universität; Sozialer Wandel; Ausland; Schülerverhalten; Technisch-naturwissenschaftlicher Unterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Schulprojekt; Aktives Lernen; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Laboratory; Laboratorium; Schweden
Abstract	Challenge-based learning (CBL) is 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. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01