Abstract:

Challenge Based Learning (CBL) is an active learning methodology which provides a framework for learning while solving real-life or simulated situations. Through this approach, professional and transversal competences such as critical thinking, team-work, problem resolution and decision making are put in practice and developed. During CBL, students mobilize the resources required for the acquisition of such competences while interacting with class-mates, teachers and experts, in a specific context.

The main aim of this experience was establishing a common and transferable frame for CBL experiences, putting it in practice in several courses of the biotechnology and food bachelor and master degrees, and evaluating the impact this methodology has on the development and acquisition of professional competences. The proposal was developed during two academic years. In the first year, the common points for the CBL and the assessment tools were defined and developed. Assessment tools included rubrics, questionnaires and interviews, among others. As for the methodology to be applied in the different courses, different challenges were defined according to each course contents; however, CBL experiences were designed so that there were common points for all of them. For instance, deliverables, deadlines, and a final defense against a panel of experts. With regard to the tools developed, these were applied for both learning assessment and competence acquisition. The tools also focused on assessing the perception of students on their own learning and their awareness on competence acquisition. During the second year, an analysis on the strengths and flaws of the CBL, as applied to the courses involved in the study, was discussed on the basis of a SWOT matrix (strengths and weaknesses, opportunities and threats).

Questionnaires and interviews were very useful to evidence the impact of the experience on learning and students’ perception on competence acquisition. As for rubrics, these were useful for assessing the different deliverables planned. The SWOT analysis allowed to identify strengths common to all the challenges such as the contribution of the CBL to student motivation, the CBL as an integrating experience, or the impact of the CBL experience on transversal and professional competences. Common weaknesses identified were those related to time management and online work. In conclusion, the CBL approach has been proved to have a significant impact on students learning and the development of professional competences.

Keywords:

Challenge based learning, competence development, student centered approaches, active learning, real contexts.