Challenge-Based Learning Experience

Introduction

Challenge-based learning experience us where the learning takes place through identification, analysis and design of a solution to a socio-technical problem to find a collaboratively developed solution, which is environmentally, socially and economically sustainable. It classifies as a teaching model that aims to help students to find ways to present or solve problems that pertain to environmental, social and economic sustainability and therefore cannot be solved by a single actor but with mutually arranging the issues from the university industry and public sector.

Challenge-based learning engages multidisciplinary approach that starts with standard-based content and lets students leverage the technology they use in their daily

It follows that “challenge-based learning experiences” are being included already in bachelor and master-level education. Challenge-based learning is also addressed on the program level, where it is argued that a program that addresses grand challenges should include research experience, have an integrated curriculum, train entrepreneurship, provide a global dimension and offer service learning.

According to Apple Inc. 2010, challenge-based learning mirrors the 21st century place so the teacher’s task is to work with students to take multidisciplinary standard-based content, connect it to what is happening in the world today, and translate it into an experience in which students make a difference in their community. People need to begin to educate themselves on information management skills such as producing, collecting, evaluating, searching and presenting data by creating information systems and on how to spread information effectively both in and outside of organizations. Student work in collaborative groups and use technology to tackle real-world issues in the context of their school, family, or local

Faculty will probably be less able to offer subject-related feedback. Students may experience this as a lack of support and feel more insecure. The typical multidisciplinary project or project portfolio character implies a need for a cross-departmental and cross-program teacher and supervisor team.

This raises the level of ambition to go beyond the technical systems into the socio-technical system, and can be arranged in a multitude of ways. Challenge-based learning experiences further harness the desire of many students for a sense of meaning with their education while effectively training key skills such as multidisciplinary teamwork and decision-making, advanced communication, ethics and leadership of self and others. However, almost all challenge-based learning experiences surveyed are on the periphery of the curriculum, operated as introductory or special courses or master thesis projects. According to Malmqvist, et.al 2015, bhallenge-based courses still have a way to go before they are part of the regular curriculum because the work may be demanding to accomplish within a short period. This should be mindful to guide students to set a realistic challenge for their Big Idea that