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/