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CHALLENGE BASED LEARNING (CBL)A NEW ROLE FOR UNIVERSITIES TO CONTRIBUTE
TO SOCIAL TRANSFORMATION AND PUBLIC GOOD….
WELCOME TO THIS WORKSHOP
…is a university that reflects
the community, embraces
diversity as a quality dimension,
educates and prepare students
to become change agents
MALMÖ UNIVERSITY
…FOR A
SUSTAINABLE SOCIETY
INDIVIDUALLY
• Turn your card when you get instructed to do so
• Look at your picture: write down what comes into
your mind in relation to challenges
• Define 3 key words from your reflection
• In relation to your own field of expertise create an
open question including your 3 key words
WITH YOUR NEIGHBOR
• Share your experience with your neighbor having the same picture
WITH YOUR TABLE
• Share your pictures and your experiences with your table.
AT YOUR TABLE SHARE
• Was it easy or hard to identify a challenge through the picture?
• How did you feel during the exercise?
• In what ways had it been different if you did it all by yourself?
• What do you think was the purpose of this excercise?
CBL
MIND MAP 1
• Make your own reflections on CBL - onto post it notes
• Create a mind map for the table on your collective understanding of CBL
THE ROLE OF UNIVERSITIES IN
THE 21st CENTURY SOCIETY?
MIGRATION DEMOGRAPHY
GIG-ECONOMYGLOBAL LEARNING
GLOBAL COMPETENCE
CHALLENGES FOR HIGHER EDUCATION
ON SOCIAL INCLUSIVENESS
AI and DIGITIZATION
POPULISM
The purpose of higher education is
”a cultivation of the whole human being for the
functions of citizenship and life generally”.
”Our campuses are producing Citizens, and this means
we must ask what a good citizen of the present day
should be and should know”
Martha Nussbaum
Cultivating Humanity. A classical defense of reform in liberal education (1997)
THE IMPACT OF AN OPEN SOURCE APPROACH
TOWARDS SCIENCE
Anyone, anywhere, can participate in meaningful
scientific research.
PARTICIPATORY RESEARCH
Handing power from the researcher to research participants,
who are often community members or community-based organisations.
UBUNTU”I am because of you”
Afrikansk livsfilosofi
GLOBAL ENGAGEMENT
…a committed, meaningful interaction
with the world as a whole
Target 4.7:
By 2030, ensure that all learners acquire the
knowledge and skills needed to promote
sustainable development, including, among
others, through education for sustainabledevelopment and sustainable lifestyles,
human rights, gender equality, promotion of a
culture of peace and non-violence, global
citizenship and appreciation of cultural
diversity and of culture's contribution to sustainable development
Global Competence is
• the capacity to analyse global and intercultural
issues critically and from multiple perspectives.
• to understand how differences affect perceptions, judgments, and ideas of self and others.
• to engage in open, appropriate and effective
interactions with others from different backgrounds
on the basis of a shared respect for human dignity.
THE 21st CENTURY LEARNER
INTERNATIONALIZATION – IN A CONNECTED WORLD
THE GLOCAL CLASSROOM Communication for development
COILCollaborative Online International Learning
THE FUTURE IS NOW…
LEARNING FOR CHANGE
We are supposed to prepare students for
handling situations in the future.
These future situations are more or less
unkown.
We have to prepare them for the unkown,
by means of the known…
Bowden J, Marton F. The University of Learning 1998
ABOUT SCIENTIFIC INFORMATION
The half-life of scientific information in nature sciences is about 5 years
Thus 50% of what we have learnt alternatively taught in a 5-year curriculum will not be up-to-date
at graduation
Unfortunately we do not know which half!
Cecilia Christersson
AN EPISTEMOLOGICAL SHIFT– reframing the nature of learning and teaching
• What students do with knowledge: From mastery of content and skill to
using knowledge and skill for a readiness to act in society
• From reproduction to construction, reconstruction and co-creation of
knowledge - knowledge for change in a learning society
• Learning from and through experiences to construct meaning & address
real-world problems – learning for change to improve society – act as
change agents / change makers
LEARNING THEORIES …
BEHAVIOURISM
COGNITIVISM
CONSTRUCTIVISM
EXPERIENTIALISM
SOCIAL & CONTEXTUALLearning from and
with others
Learning through transformation
of experiences
Leaning is personal construct
of meaning
Learning is individual
mental processes
Learning is change in behaviour
trough reinforcement (stimuli)
MAIN THEORIES OF
LEARNING
Alexander Kapp
Malcolm Knowles
” To lead a child…..”
Approach to teaching
Theory and practice of learning
PEDAGOGY ANDRAGOGY
Theory and practice of lifelong
education of adults
John Dewey (1859 – 1952)
Dewey makes a strong case for the importance
of education not only as a place to gain content knowledge,
but also as a place to learn how to live.
In his eyes, the purpose of education should not revolve around the acquisition
of a pre-determined set of skills, but rather the realization of one's full potential
and the ability to use those skills for the greater good.
EXPERIENTIAL LEARNING
"Learn to do by knowing and to know by doing"
”Learning by doing”
”If we teach today´s students as we taught yeaterday’s –
we rob them of tomorrow”
”Critical pedagogy is not a method, rather it opens a space for students to
act and assert themselves as agents, question their assumptions, develop an
appreciation for history and critically interrogate the idea that education is a
value-neutral enterprise.”
Paulo Freire(1921-1997)
An approach to education that aims to transform oppressive
structures by engaging people who have been marginalized
and dehumanized and drawing on what they already know.
Pedagogy of the Oppressed (1968)
INCLUSIVE LEARNING
Donald Schön(1930 – 1997)
The Reflective Practitioner introduced concepts such as
reflection-on-action and reflection-in-action which explain
how professionals meet and learn from the challenges of
their work.
Action
Surpriseoutcome
Reflection inaction
Adjusting
Reflectionon action
Action forCHANGE
ACTION
LEARNING
Double Loop LearningArgyris C & Schön D
TRANSFORMATIVE LEARNING FOR CHANGE
Jack Mezirow
(1923-2014)
Transformative learning refers to the process by which we
(adults) transform our taken-for-granted frames of reference
to make us more inclusive, discriminating, open, emotional,
capable of change, and reflective so that we generate
a new or revised interpretation of the meaning of one´sexperience in order to guide future action.
Learning as Transformation: Critical Perspectives on a Theory in Progress; pp 7-8
Transformative learning promotes deep learning for change.
BLOOM’s TAXONOMI – 3 DIMENSIONS
2009
CHALLENGE BASED LEARNING (CBL)Embracing both methods and approaches
METHODS
o Student centered – to both the individual and to learning
o Student as Partnero Authentic (real life) challenges/ problems are identified together with students
o Learning is a social, interactive and constractive processo Curiosity is used to activate learning
o Learning as a research process - both critical thinking and critical doingo Learning where evidence based education and innovation are linkedo Integration of knowledge, experiences, abilites, emotions, and application
o Includes reflection, feed-back, feed-forward, sharing of knowledge
o Role of teacher varies in relation to the learning processo Challenges both learning processes and the role of the teacherso Academic attributes become explicit
• Problem Based Learning (PBL)
• Case Method
• Inquiry based learning (IBL)
• Interprofessional learning (IPL)
• Project Based Learning
• Tranformative Learning
• Action Based Learning (ABL)
• Entrepreneurial learning
• Design for Learning (DFL)
APPROACHES
DOMAINS OF CHALLENGE BASED LEARNING
AT MALMÖ UNIVERSITY
• Takes a stand from epistemology, view of life long learning, role of higher education, a critical approach in thinking and doing in HE
• Acknowledges the individual’s experiences, background and identity
• Includes collaborative and pedagogical methodologies for student centered learning
• Authentic challenges/tasks/problems are used to initiate a translational research based process for learning
• Includes cooperation with a variety of societal stakeholders nationally and internationally
• Promotes impact of change for a learning society
All six domains need to be compatible!
RE-DESIGNING THE CURRICULUMBACHELOR PROGRAMME
GRAPHIC DESIGN
Christel Brost Assistant professor Faculty of Culture and Society, Malmö University
Chamber of Commerce requests visualization of SDGs
Christel Brost Assistant professor Faculty of Culture and Society, Malmö University
Christel Brost Assistant professor Faculty of Culture and Society, Malmö University
CITIZEN LEARNING AND CO-CREATION
IN HEALTH PROMOTION
Rathi Ramji PhD student at the Faculty of Health and Society, Malmö University
http://www.arduino.cc/
OPEN SOURCE MICROCONTROLLER
A tool to bring us closer in a more connected world.
Professor Daniel Spikol; Faculty of Technolgy and Society, Malmö University
Professor Daniel Spikol; Faculty of Technolgy and Society, Malmö University
CBL
MIND MAP 2• Co-create a new mind map of the CBL concept
• Compare the two mind maps – identify differences and similarities
• Add examples of how you apply CBL today
STRATEGY FOR A CHALLENGE BASED LEARNING
PARADIGM AT MALMÖ UNIVERSITY
University
research circleon CBL
2014
CBLConcept and
T& L methods
(ongoinginstitutional
seminars)
RECTOR’s GRANT
4 research groups1 year to apply forexternal funding
for CBL 2017-2018
Faculty
Learning Circleson CBL
2015
CBL course
development2015
Open CBL course
offered byT & L2016
A cross disciplinary
team formedbased on CBL
research/education
interest2016
STRATEGY FOR A CHALLENGE BASED LEARNING
PARADIGM AT MALMÖ UNIVERSITY
Sharing ideas
world wide
Chair for an EUA
Thematic Peer Group
Centre for
Teaching and Learning
and students
Application for
European
Universities
Initiative
(together withEU-partner
Universities)2019/2020
Systematic
Review
CBL
CBL
Position
Paper
Traditional modes of
collaboration on
learning and research
Challenge Based
Learning and Research
as an integrated strategy
Challenge Based
Learning and Research
as dipersed activities
Collaboration on
learning and research
for social innovation
INSTITUTIONAL
LEADERSHIP
THE SOCIETALLY ENGAGED UNIVERSITY
FACULTY AND
STUDENT
ENGAGEMENT
STAFF - STUDENT
STAKEHHOLDER
ENGAGEMENT
Catholic University of Louvain, Belgium
Politecnicodi Milano, Italy
University Paris-Est Marne-la-Vallée, France
University of Twente, The Netherlands
Ruhr University Bochum, Germany
University of Barcelona, Spain
University College Cork, Ireland
University of Lausanne, Switzerland
Coventry University, United Kingdom
Malmö University, Sweden
WHAT DO YOU BRING WITH
YOU FROM THIS WORKSHOP?
HOW DID YOU EXPERIENCE
THIS WORKSHOP?
WHAT CHANGES WILL YOU
WORK FOR IN NEAR FUTURE?
REFLECTION TIME
EDUCATION MATTERS
Cecilia Christersson
REFERENCES
Challenge Based Learning; A Class Room Guide
https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf
CISCO Learning Society; White Paperhttps://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/
LearningSociety_WhitePaper.pdf
Commission report for a sustainable Malmö
https://malmo.se/download/18.1d68919c1431f1e2a96c8e4/1491298331527/malmo%CC%88kommisionen_rapport_engelsk_web.pdf
International Institute for Student as Partners
https://macblog.mcmaster.ca/summer-institute/