This paper aims to analyze what roles are needed in the team that organizes a challenge-based learning (CBL) course or event. We also aimed to share our experience and provide advice on working with CBL in entrepreneurship courses. To fulfil this aim, we have analyzed four courses in the Erasmus+ project ScaleUp4Sustainability where CBL is used, using theories on experience based learning models in general and the literature on CBL in particular. Our main finding is that for CBL to work, three main roles are required: (1) the teacher role, which is knowledge-oriented; (2) the role of the coach, which is oriented toward skills; and (3) the role of the organizer, which is oriented towards the context in which the learning takes place – the challenges. Together, these three roles can be labelled “teamcher”. According to our own experience working with CBL, the teamcher role is preferably shared by a multi-disciplinary team of educators. CBL is resource-demanding education; hence, cooperation with actors such as tech transfer offices, innovation facilities and the regional innovation system can benefit this work. This is especially true as CBL has the ambition to contribute to society, something which also underlines the importance of regional triple helix collaboration.
Pages:
793-808
Affiliations:
Linköping University, Linköping, Sweden
Keywords:
Challenge-based learning
Experiential Learning
enhancement of teaching methods
challenge-based innovation
Entrepreneurship Education
Sustainability
CDIO Standard 1
CDIO Standard 2
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
CDIO Standard 10
Year:
2022
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on October 13, 2022 - 03:24 Maria Siiskonen
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