8 results
Now showing1 - 8 of 8
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , Brückenschlag zwischen EU-Ambitionen und lokaler Praxis im challenge-based learning der ECIUThis study examines tensions and opportunities in implementing Challenge-Based Learning (CBL) within the ECIU University alliance, focusing on interdisciplinarity and internationality. Empirical data shows that CBL fosters competence development for interdisciplinary teamwork and international collaboration among students. However, there is a persisting gap between the EU’s vision for innovative education and local implementation, as structural constraints impede sustainable integration. We argue that unlocking CBL’s transformative potential demands pedagogical commitment and systemic changes in university governance and cross-border collaboration.Publicationtype: Journal Article13 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Exploring the CBL process within a European alliance(Eindhoven University of Technology, 2025-04-07); ; ; The European Universities Initiative, spearheaded by the European Commission, seeks to foster collaborative networks comprising higher education institutions across the European continent. These alliances serve to enhance the international competitiveness of European universities, while simultaneously promoting European values through the medium of long-term cooperation. A particular emphasis has been placed on Challenge-Based Learning (CBL), a student-centred, active learning approach that addresses societal challenges and cultivates competencies such as teamwork, problem-solving, and communication. CBL affords students the opportunity to address authentic, real-world problems without the constraints of predefined solutions, thereby fostering creativity and self-leadership. The European Consortium of Innovative Universities (ECIU) is one of 64 alliances within this initiative, aiming to integrate CBL into its educational offerings. These learning opportunities, designated as "Challenges," are distinguished by their interdisciplinary nature, practical relevance, and collaboration with external partners. They are designed to facilitate the development of competencies in a manner that is integrated into the academic trajectory of students. The objective of this paper is to disseminate insights regarding the facilitating and hindering factors involved in conducting CBL across a network of 12+ partners, as well as to present strategies for the creation of a comprehensive portfolio of learning opportunities (by July 2024, a total of 203 opportunities will have been developed, not connected to a specific study programme or joint degrees). The review of the past two years, conducted during our second funding period, has yielded a number of educational and organisational insights, which have highlighted both strengths and areas for improvement .Publicationtype: Conference Paper51 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soilWe implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.Publicationtype: Journal Article23 27 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Facilitating and hindering aspects of technology-enriched challenge-based learning in ECIU University, a European university international network initiativeIn 2018 The European Union launched an initiative of pilot networks of the European Universities Initiative. The European Union-funded initiative described here focuses on the implementation of challenge-based learning (CBL) as an educational model in the13 European universities that formed the alliance. The aim of the 13 European universities was to implement CBL as an international action rather than doing it independently. This provided a special understanding of the use of digital technologies to support and enhance teaching and learning activities. This has generated considerable interest in a better understanding of the facilitating and hindering aspects of technology-enriched CBL. Interviews and surveys conducted while implementing CBL helped to identify the shortcomings of technology-enhanced learning in a cross-border CBL environment. The data revealed that the obstacles of technology-enriched CBL are related to technical problems, time management in preparing and presenting online materials and reducing the personal interaction between teachers and students. It was also found that using digital tools for implementing CBL may be a difficult task. Nonetheless there are several steps an international network should consider when wanting to promote successful teaching and learning experiences. In particular, the use of digital technologies can support collaborative learning in CBL and enable students to work together in virtual teams using tools such as online discussion forums and video conferencing. It can also enable students to receive feedback on their work from both teachers and peers through online assessment and feedback tools.Publicationtype: Conference Paper40 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , Towards active evidence-based learning in engineering education : a systematic literature review of PBL, PjBL, and CBL(Multidisciplinary Digital Publishing Institute (MDPI), 2022-10-27); ; ; ; Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.Publicationtype: Journal ArticleScopus© Citations 25 112 547 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Involving External Partners in CBL: Reflections on Roles, Benefits, and ProblemsIn this chapter, we present our findings and ideas regarding the involvement of external partners in challenge-based learning (CBL). In particular, we address two questions: Firstly, whether it is inevitably necessary and/or worthwhile to work with external partners. Secondly, in case external partners are to be included in CBL, what needs to be considered in order to make the cooperation rewarding for teachers and students. Therefore, we identify different roles external partners may assume as well as benefits and problems that can arise from this in terms of the implementation and learning process. Our insights are based on qualitative expert interviews with five teachers and three students from courses with and without external partners at the Hamburg University of Technology (a subsample of our larger quantitative and qualitative study on CBL implementation within the ECIU), our own experience in teaching CBL, as well as on literature reviews. Our findings suggest that roles and functions of external partners are various: They may come into play as a training partner, as a challenge provider, as an expert in the field and/or as a feedback provider. They may take over several roles at the same time or just one out of it; they may be defined as part of the team of learners or join in at special occasions only. While there are certain advantages unique to having external partners, some roles may also be covered without (permanently) involving externals. In any case, working with externals requires continuous communication and negotiation regarding role expectations, positions, and activities throughout the process. To facilitate this, the chapter introduces a model to systematically analyze and balance interactions with external partners.Publicationtype: Book Part50 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Combining research and teaching in engineering. Creating a pedagogical qualification programme on research-based learning for early stage researchersThis study presents a qualification programme on research-based learning for early stage researchers and its perception. In conclusion, the foremost aim of the programme, that is introducing research-based learning, has been reached in an acceptingly manner. Still, attempts for enhancement on the three individual levels reaction, learning, and behaviour have been recently realized by an improved qualification programme and will be evaluated soon. However, implementing research-based learning clearly faces substantial obstacles in regard to disciplinary and institutional characteristics, among others. As a consequence, this requires additional in-depth investigations of the results on the institutional level, and identification of the profound barriers and potentials for research-based learning experienced by various university stakeholders. Adjusting those findings with prerequisites of higher engineering education could help to overcome barriers cooperatively. To do so, recommendations by participants can serve as a first source to take actions. To summarise, qualifying early stage researchers proved to be a promising approach to integrate research into teaching and learning as part of a comprehensive institutional strategy towards modern higher engineering education.Publicationtype: Conference Paper112 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Barriers and enabling factors for engaging engineering students in research. A multi-perspective approach(2019-09); ; Industry 4.0 requires diverse, creative, and adaptable engineers, who solve complex problems based on innovation, research, and development. Thus, engaging students in research is a potentially high-impact educational practice. However, previous studies have shown that implementing students' engagement in research faces multiple obstacles that stress on the dimensions culture, resources in higher education institutions, structure of study programmes, academics' qualification and students' competencies. In engineering, however, little attention is spent on what academics and students perceive as barriers and enabling factors. This study highlights conditions for engaging students in research in engineering education. For this, we conducted six semi-structured interviews with students and academics at a German university of technology and analyzed those using thematic analysis. We found that interviewees perceive students' engagement in research differently and associate a wide range of activities. Together, they draw a manifold picture of its constraints. Beside common aspects, they identified the large amount of obligatory basic courses and the lack of practice in undergraduate programmes as hindering; a structure quite typical in German traditional engineering education. They also made various recommendations, such as supporting a culture for engaging students in research, appropriate facilities, and programme-based research skill development. Furthermore, they reported that academics need an open mind for topics of students' interest, while students are required to engage in extracurricular student-academic partnerships in research. Upon those findings, we argue for the need for further research and, subsequently, suggest formulating strategies by involving all stakeholders. This can potentially ensure developing future engineering talents at this university and beyond.Publicationtype: Conference Paper112