Challenge Based Learning

What is Challenge Based Learning (CBL)?

It is a pedagogical approach that actively engages students in a situation that is real, relevant and related to their environment. It involves students working with stakeholders to define a challenge and collaboratively develop a solution that is environmentally, socially, and economically sustainable. 

CBL is embedded as a core pedagogy within the DCU Futures Programmes where it is being implemented in creative ways to enable deep, multidisciplinary learning on subjects that truly matter to students and society today. See a range of examples of CBL in action at DCU below:


Examples

The DCU Hack4Change Social Innovation Series was a series of five day-long hackathons hosted for University students from March 9-13th 2020. Each day had a designated theme (Mental Health & Wellbeing, Fast Fashion, Smarter Travel and Climate Action & Sustainability; Inclusivity and Diversity) with students self-selecting to the theme that interested them. Student teams were helped to develop viable ideas that could address a specific challenge within their designated theme.

Students worked on research and ideation, assisted by a set of informative prompts and a
customized HackCanvas created by University staff. Academic and practicing specialists were brought in to provide the students with expert insight and mentorship. Over the course of the week, over 90 experts delivered keynote sessions and ‘lightning’ talks, provided small-group mentoring to help the student teams develop and refine their ideas, and judged pitch presentations held at the end of each day.

Embedding Student-Centred Learning within DCU’s Biomedical Engineering Programme

The project is focused on curriculum development within the Biomedical Engineering Programme in the School of Mechanical and Manufacturing Engineering and specifically on embedding student-centred challenge-based learning within our programme. The initial focus of this project is on a masters level module 'Biomechanics of Tissue Engineering' which teaches students the principles of tissue engineering and the application of biomechanics theories. Central to this year-long module is a design challenge where students are tasked with designing, fabricating and testing tissue engineered scaffolds with the aim of achieving a new medical device capable of addressing a recognised clinical challenge. The lectures, tutorials and laboratory work delivered during the module are designed to support the project work as it progresses. Students are required to deliver key elements of their projects at various points during the year. Overall, the approach aims to improve student engagement and motivation, reinforce design thinking and problem solving and enhance creativity.

DCU is one of twelve European Consortium of Innovative Universities (ECIU) member institutions, an EU-funded European University that is engaged in creating, testing and evaluating a new pedagogy using the Challenge Based Learning (CBL) framework. 

The first DCU ECIU pilot challenge ran in March - May 2021. Professor Deiric O Bróin from the School of Law and Government led the Challenge, with support from Dr. Fiona O’Riordan from the Teaching Enhancement Unit (TEU). The Challenge partner was the Eastern and Midland Regional Assembly (EMRA), a local government structure with elected representatives that sit on a regional assembly on behalf of the citizens of the regions. As the Midlands region pivots from reliance on fossil fuel energy production to greener renewable energy production using the existing energy infrastructure, students must come up with proposed solutions and recommendations that can help revitalise the area using the connected nature of the region, and existing workforce. 

Case Study for this pilot 

For further information please contact Dr. Fiona O’Riordan (fiona.m.oriordan@dcu.ie) or Professor Deiric O Bróin (deiric.obroin@dcu.ie)

 

ECIU: Challenge Based Learning (CBL) to Problem Based Learning (PBL)

 

Technique/
Characteristic
Project Based
Learning
Problem Based
Learning
Challenge Based
Learning

Learning

Students build their knowledge through a specific task (Swinden 2013). The knowledge acquired is applied to carry out the assigned project.

Students acquire new information through self directed learning using designed problems (Boud 1985, in Savin-Baden and Howell Major, 2004). The knowledge acquired is applied to solve the problem at hand.

 

Students work with teachers and experts in their communities, on real-world problems, in order to develop a deeper knowledge of the subjects that they are studying. It is the challenge itself that triggers the generation of new knowledge and the necessary tools or resources.

Focus

It faces the students with a relevant situations and predefined problematic for which a solution is required (Vicerrectoria de Noematividad Academica y Asuntos Estudiantiles, 2014). It faces students with a relevant problematic situation, often fictional for which a real solution is not needed (Larmer, 2015). It faces students with an open, relevant, problematic situation which requires a real solution.

Product

It requires the students to generate a product a presentation or an implementation of solution (Larmer, 2015). It focuses more on the learning processes than the products of the solutions (Vicerrectoria de Noematividad Academica y Asuntos Estudiantiles, 2014). It requires students to create a solution resulting a concrete action.

Process

Students work with the assigned projects so their engagement generates products for their learning (Moursund, 1999). Students work with the problem in a way that tests their ability to reason and apply their knowledge to be evaluated according to their learning level (Barrows and Tamblyn 1980) Students analyse, design, develop and execute the best solution in order to tackle the challenge in a way they and other people see and measure.

Teachers role

Facilitator and project manager (Jackson, 2012) Facilitate, guide, tutor or professional adviser (Barrows, 2001 cited in Riberio and Mizukami, 2005) Coach, co-researcher and designer (Baloian, Hoeksema, Hoppe and Milrad, 2006)

Reference: Extract from a presentation by Jorge Membrillio-Hernández (Technologico De Monterrey) at ECIU CBL working group meeting November 2019.  (Literature references embedded in the table to follow).

 

Contact Us

If you would like to find out more about Challenge Based Learning with the view to potentially introducing it to your programme within DCU please contact the Teaching Enhancement Unit.