Improving our society starts by improving today’s Higher Education. Promoting more attractive and innovative learning and teaching approaches. Challenge-based learning (CBL) is one of those approaches. It’s an innovative learning methodology focused on applying students’ knowledge to solve real-world challenges. It is also an excellent approach to develop creativity, entrepreneurial competences, interdisciplinary and self-regulated learning skills.
In this course you will learn about the importance of entrepreneurial education and you will discover the ATOM Model, a proposal developed by the ForEMLink (https://www.foremlink.com/) and D-EMIND (https://www.demind.eu/) projects that will help you to promote CBL among your students and foster their entrepreneurial competence.
Co-creation and challenge-based learning in Higher Education
Universitat Autònoma de Barcelona (Autonomous University of Barcelona) via Coursera
Overview
Syllabus
- Co-creation and challenge-based learning in Higher Education
- The introduction sets out the main characteristics and contents of the course with special emphasis on the importance of the two main contents:
1) The fundamentals of Entrepreneurial education and Challenge-based learning;
2) the main characteristics of the ATOM Model created for promoting entrepreneurial mindsets in Higher Education. - Entrepreneurship and Challenge-based Learning in Higher Education
- In this UNIT we will build the contextual and theoretical framework to better understand UNITS 2, 3, 4 and 5.
First, we introduce the importance of moving from traditional teaching models in higher education, based on the transmission of knowledge, towards student-centered models that promote creativity, innovation, self-regulation, and lifelong learning.
Entrepreneurial education is one of the driving mechanisms to do it.
We will also elaborate on the importance of the soft- or future skills in Higher Education and define methods and strategies we can be used in HE to stimulate the development of these skills among our students.
Challenge-based learning is one of these methods. We will review the conceptual roots and some of the main characteristics of this active learning method.
Finally, we will make a very brief introduction to the facilitator role of teaches in higher education. - Co-Creation in Higher Education: introduction to the ATOM Model
- During this module, students will discover the foundation of the D-EMIND project, some of the basic characteristic of Challenge-based learning, the teacher’s role when we are using this kind of methodologies and promoting co-creation in our classroom and some of the opportunities and limitations we should face when we develop it in online environments.
We will talk again about key importance of entrepreneurial education in Higher Education and will introduce the main content of this program: the ATOM Model methodology for using CBL and promoting entrepreneurial mindsets in Higher Education.
Finally, we will focus on the ATOM model external spheres: the mental sphere and the social sphere. - The Challenge in Challenge-based learning
- In this module we are focusing on the core element of the ATOM Model and the heart of CBL: THE CHALLENGE.
Finding the right challenge is a key aspect of any process based on CBL, but a good formulation of the challenge is even more important.
We will share some ideas about finding and formulating the challenge, the role of the external challenge providers and the benefits of working with a good challenge for students. - The 6 elements of the Atom Model
- During this module of program, we are going to introduce you to each of the 6 elements of the ATOM Model: explorer, analyse, ideate, prototype, realise and evaluate.
The theoretical introduction to each element is complemented with some examples and interviews.
Taught by
David Rodríguez Gómez, Anni Stavnskær Pedersen, Ilse Fraussen, Annelies Schrooten, Prof. Dr.- Ing. Jörg Niemann, Eva Đurović, Eva Mezo-Zadori, Aleix Barrera Corominas, Marisol Galdames - Calderón, José Luís Muñoz Moreno, Cecilia Inés Suárez, Joaquín Gairín Sallán, and Lenette Møller Jensen
