The Emerald Handbook of Challenge Based Learning

457 Pages·2022·5.611 MB·English

by  Eliseo Vilalta-Perdomo, Jorge Membrillo-Hernandez, Rosario Michel-Villarreal, Geeta Lakshmi, Mariajulia Martinez-Acosta

The Emerald Handbook of Challenge
Based Learning
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The Emerald Handbook of
Challenge Based Learning
EDITED BY
ELISEO VILALTA-PERDOMO
Aston University, UK
´
JORGE MEMBRILLO-HERNANDEZ
Tecnolo´gico de Monterrey, Mexico
ROSARIO MICHEL-VILLARREAL
Royal Agricultural University, UK
GEETA LAKSHMI
University of Lincoln, UK
And
´
MARIAJULIA MARTINEZ-ACOSTA
Tecnolo´gico de Monterrey, Mexico
UnitedKingdom–NorthAmerica–Japan–India–Malaysia–China
EmeraldPublishingLimited
HowardHouse,WagonLane,BingleyBD161WA,UK
Firstedition2022
Editorialmatterandselection©2022EliseoVilalta-Perdomo,JorgeMembrillo-Herna´ndez,
RosarioMichel-Villarreal,GeetaLakshmiandMariajuliaMart´ınez-Acosta.
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ISBN:978-1-80117-491-6(Print)
ISBN:978-1-80117-490-9(Online)
ISBN:978-1-80117-492-3(Epub)
Table of Contents
List of Figures and Tables ix
About the Editors xv
About the Contributors xvii
Introduction – The Lay of the Land 1
Eliseo Vilalta-Perdomo, Jorge Membrillo-Herna´ndez, Rosario
Michel-Villarreal, Geeta Lakshmi and
Mariajulia Mart´ınez-Acosta
Chapter 1 Creating a Learning Ecosystem for Developing,
Sustaining, and Disseminating CBL the Case of TU/e Innovation
Space 13
Isabelle Reymen, Miguel Bruns, Jasmina Lazendic-Galloway,
Kerstin Helker, Ana Valencia Cardona and Jan D. Vermunt
Chapter 2 Challenge-Based Learning in Engineering Education:
Toward Mapping the Landscape and
Guiding Educational Practice 35
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 69
Jorge Membrillo-Herna´ndez, Vianney Lara-Prieto and
Patricia Caratozzolo
vi Table of Contents
Chapter 4 Advancing a Design Thinking Approach to
Challenge-Based Learning 93
Flor S. Gerardou, Royston Meriton, Anthony Brown,
Blanca Viridiana Guizar Moran and Rajinder Bhandal
Chapter 5 Challenge Based Learning in Finance 131
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 157
Roberto Peretta, Martina Cuomo, Lucia Rovelli and Giorgia Milesi
Chapter 7 Ten Years Evaluating CBL in Aerospace
Engineering Education 177
Pablo Salgado Sa´nchez, Daniel Lo´pez-Ferna´ndez and
Victoria Lapuerta Gonza´lez
Chapter 8 Embedding 21st-Century Skills Through
Challenge-Based Learning. Delivering Operations Management
to Undergraduate Students 199
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 227
Alessandra Scroccaro and Alessandro Rossi
Chapter 10 Three European Experiences of Cocreating Ethical
Solutions to Real-World Problems Through Challenge Based
Learning 251
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) 281
Mariajulia Mart´ınez-Acosta, Jorge Membrillo-Herna´ndez and
Miguel Ruiz Cabañas-Izquierdo
Table of Contents vii
Chapter 12 Challenge-Based Learning for Social Innovation in a
Private University in Puebla, Mexico 301
Cynthia M. Montaudon-Tomas, Anna Amsler and
Ingrid N. Pinto-Lo´pez
Chapter 13 Involving External Partners in CBL: Reflections on
Roles, Benefits, and Problems 325
Gesa Mayer, Dorothea Ellinger and Siska Simon
Chapter 14 Implementing CBL in HEI Curricula: Challenges and
Opportunities for Industry Partners 345
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 363
Vaˆnia Carlos, Ana Valente Rodrigues and Erika Ribeiro
Chapter 16 Challenge Based Learning: Recommendations for the
Future of Higher Education 391
Silvia Elena Gallagher and Timothy Savage
Index 413
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List of Figures and Tables
Figure I.1. Challenge-Based Learning Framework. 4
Figure 1.1. Student Ratings of the Five Key Characteristics
(KCs) of CBL. The two boxplots represent the
median values, where 50% of the scores sit
(the interquartile range), as well as the minimum
and maximum score for each of the closed survey
items (see Table 1.2) across the first and second
academic year that the ISP and ISBEP courses have
run at the TU/e innovation Space. 20
Figure 2.1. Top-Down and Bottom-Up Approaches for the
Development of Educational Instruments and
Educational Innovations That Complement Each
Other. 38
Figure 2.2. Mapping E3 Challenge 1 and Challenge 2 Using the
CBL Compass. 58
Figure 3.1. Sustainable Development Engineering Students,
Programming Raspberry© Cards for the Smart
Energy Management i-Week Challenge. 75
Figure 3.2. Examples of Cable Car Prototypes Developed
for the Challenge. 77
Figure 3.3. Students Participating in the Rube Goldberg
Challenge. 78
Figure 3.4. Several i-Semesters: Sustainability, Mechanical
Engineering, and Bioengineering. 79
Figure 3.5. Number of Documents Published and Indexed
in SCOPUS (http://www.scopus.com) With
Challenge-Based Learning in the Title, Abstract,
or Keyword. 85