The Emerald Handbook of Challenge Based Learning
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- Description
- Contents
- About
Challenge-Based Learning (CBL) is a cutting-edge educational approach that integrates traditional learning modules (theory and practice) with real-life challenges that require innovative solutions and that can be applied to a variety of subjects. As the first landmark work on this innovative methodology, The Emerald Handbook of Challenge Based Learning offers an in-depth exploration on how to conceive, design, implement, monitor, and develop CBL initiatives in Higher Education Institutions.
International experts explore the use of CBL in different disciplines at university level, and present findings from its implementation based on students’ first-hand experiences. They provide real examples on how to implement CBL in different disciplines and formats, from face to face to blended deliveries. Crucially, they offer ways to implement CBL effectively in disciplines less connected to CBL practice, such accounting, finance, marketing and sustainability, food technology, biomedicine, and ICT to name a few. Results, from the implementations reported, suggest that CBL increases students’ understandings of real-life settings and is conducive to students’ development of 21st century skills.
Given the shift in education towards finding solutions to real life challenges, particularly in the wake of the coronavirus pandemic, this novel handbook will be crucial reading for researchers, course designers, and teachers across a range of subject areas, and those interested in improving teaching methods, and adopting new teaching styles, across higher education.
Chapter 1. Creating a Learning Ecosystem for Developing, Sustaining and Disseminating CBL The case of TU/e Innovation Space; I.M.M.J. Reymen, M. Bruns, J. Lazendic-Galloway, K. Helker, A.M. Valencia Cardona, and J.D. Vermunt
- Chapter 2. Challenge-Based Learning in Engineering Education: Towards Mapping the Landscape and Guiding Educational Practice; Karolina Doulougeri, Antoine van den Beemt, Jan D. Vermunt , Michael Bots, and Gunter Bombaerts
- Chapter 3. Implementation of the Challenge-Based Learning Approach at the Tecnologico de Monterrey, Mexico; Jorge Membrillo-Hernández, Vianney Lara-Prieto, and Patricia Caratozzolo
- Chapter 4. Advancing a Design Thinking Approach to Challenge-Based Learning; Flor Gerardou, Royston Meriton, Anthony Brown, Blanca Viridiana Guizar Moran, and Rajinder Bhandal
- Chapter 5. Challenge-Based Learning in Finance; Geeta Lakshmi, Hao Quach, and Siobhan Goggin
- Chapter 6. Addressing the Challenges of DMOs in the Italian Alps through CBL in a Time of Pandemic. A 2020-2021 Online Workshop at the University of Bergamo; Roberto Peretta, Martina Cuomo, Lucia Rovelli and Giorgia Milesi
- Chapter 7. Ten Years Evaluating CBL in Aerospace Engineering Education; Pablo Salgado Sánchez, Daniel Lpez-Fernindez, and Victoria Lapuerta González
- Chapter 8. Embedding 21st Century Skills through Challenge-Based Learning. Delivering Operations Management to Undergraduate Students; Eliseo Vilalta-Perdomo, Herbert Mapfaira, and Rosario Michel-Villarreal
- Chapter 9. Self-directed Approach as an Opportunity to Learn in Challenge-Based Learning (CBL).A CBL Experience with Cross-disciplinary Learners at the University of Trento; Alessandra Scroccaro and Alessandro Rossi
- Chapter 10. Three European Experiences of Co-Creating Ethical Solutions to Real-World Problems Through Challenge Based Learning; Diana Adela Martin, Christian Herzog, Kyriaki Papageorgiou, and Gunter Bombaerts
- Chapter 11. Sustainable Development Goals Through Challenge Based Learning Implementation in Higher Education Education for Sustainable Development (ESD); Mariajulia Martínez-Acosta, Jorge Membrillo-Hernández, and Miguel Ruiz Cabañas-Izquierdo
- Chapter 12. Challenge-Based learning for social innovation in a private university in Puebla, Mexico; Cynthia M. Montaudon-Tomas, Anna Amsler, and Ingrid N. Pinto-López
- Chapter 13. Involving External Partners in CBL: Reflections on roles, benefits, and problems; Gesa Mayer, Dorothea Ellinger, and Siska Simon
- Chapter 14. Implementing CBL in HEI Curricula: Challenges and Opportunities for Industry Partners; Liz Price, Rosario Michel-Villarreal, Hanna Pimanava, and Chang Ge
- Chapter 15. Training Future Teachers to Teach with Challenge-Based Learning the Form@tive Project; Vânia Carlos, Ana Valente Rodrigues, and Erika Ribeiro
- Chapter 16. Challenge Based Learning: Recommendations for the Future of Higher Education; Silvia Elena Gallagher and Timothy Savage
Eliseo Vilalta-Perdomo is Senior Teaching Fellow at Aston Business School, Aston University, UK
Jorge Membrillo-Hernández is a Lecturer in the Bioengineering Department of the Faculty of Science and Engineering at Tecnológico de Monterrey, Mexico City Campus.
Rosario Michel-Villarreal is a Lecturer in Food Supply Chain Management at the School of Agriculture, Food and Environment, Royal Agricultural University, UK.
Geeta Lakshmi is Associate Professor in Finance at Lincoln International Business School, University of Lincoln, UK
Mariajulia Martínez-Acosta is a Lecturer of Sustainability, Climate and Development, and Deputy Director of the SDG Initiative at the Tec at Tecnologico de Monterrey, Mexico.