Teaching and Learning for Challenge Driven Education in a Global Context

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LH233V Teaching and Learning for Challenge Driven Education, 3 ECTS

This course supports teachers in higher education in developing and implementing Challenge Driven Education (CDE). The course is built around a number of aspects that are crucial in challenge driven education, for example: design methods & creativity; facilitation and supervision of student teams; assessment and grading of students teams; engagement of external stakeholders in student projects; and sustainable development concepts and methods. Through the course the participants are working with designing their own challenge driven project courses supported by seminars, hands-on workshops, and collaboration with fellow course participants. Since CDE is a relatively new concept that is still in evolution, the course participants are also to be considered as co-developers of the concept and co-creators of this course. The course is part of KTH's ambitions to increase the integration of challenge driven education and sustainable development in all study programs and to involve more teachers in Global Development Hub.

Application closed.

Elegibility: LH201V/LH231V Teaching and Learning in Higher Education 7.5 credits or equivalent from KTH or other university.

For more information, please contact Anders Rosén, aro@kth.se.

Schedule for the coming course round

Date	Time	Theme	Description
29 Jan 2020	12-16	Challenge driven education for sustainable development	On the principles of and motivations for challenge driven education, sustainable development, and related key competencies. Workshop on using UN's Sustainable Development Goals for identifying and analyzing societal challenges. Insights in existing challenge driven courses.
19 Feb 2020	9-15	Design methods and creativity	On design methodology and creativity, how to support creativity in groups and organisations, the connection between creativity and innovation, introduction to the common design methods and examples of use, hands on exercises with application of a user centred design method.
11 Mar 2020	9-15	Designing challenge-driven project courses	On key elements in the design of team based multi-disciplinary open ended project courses, including formulation of relevant learning objectives and instruments and approaches for individual assessment and grading in team projects.
1 Apr 2020	9-15	Innovation, challenge definition, impact planning, and stakeholder engagement	On how to get external stakeholders engaged in challenge driven student projects, how to identify and define challenges and how to plan for impact.
22 April 2020	9-15	Facilitation and collaboration for learning in project teams	On the role of teachers as learning facilitators, introduction to group dynamics and conflict management, hands-on exercises on the coaching of student teams in difficult situations.
13 May 2020	9-12	Summing up	Presentation and evaluation of participant’s course designs.

Intended learning outcomes

The objective is that the participants after finishing the course should be able to design, plan and implement challenge driven project courses. This implies that the participants should be able to:

explain and discuss the concepts challenge driven education, sustainable development, innovation, key competencies, and implement these concepts in learning activities;
identify and analyze societal challenges and solutions in relation to UN’s Sustainable Development Goals;
describe, apply and introduce students to specific design methods and creativity methods suitable for open ended socio-technical projects;
formulate relevant learning objectives for challenge-driven learning processes and plan for and perform appropriate assessment and grading of individual students in team projects;
apply methods for engaging external stakeholders in challenge-driven projects;
plan for and assess the impact of challenge-driven projects;
select, apply, and motivate methodologies and exercises facilitating collaboration and innovativeness in multi-disciplinary student projects.

Examination

The course is examined through prepared and active participation at all seminars, a course design assignment reported in terms of a course PM and a personal reflection, and peer review of another course participant’s report.

Background to Challenge Driven Education

Challenge Driven Education (CDE) is gaining increasing attention with the increasing focus on the grand challenges of our time and UN's Sustainable Development Goals. For example in the KTH Development Plan for 2018-2023 it is stated that elements of challenge-driven education must increase in all study programmes. Evolving from problem based learning, CDE is typically project based and highly student centred where learning takes place through the identification, analysis and development of solutions to complex societal challenges. CDE projects preferably involves multi-disciplinary international student teams and are performed in close collaboration with external stakeholders who can contribute in identifying challenges and act as receivers, users, and exploiters of the results. The objective with CDE is to develop students’ disciplinary knowledge and skills along with the broad spectrum of key competencies that are needed for innovation and transformations towards a sustainable society. CDE projects have potential to enhance the interaction between the university and the surrounding society and generate societal impact through development of environmentally, socially and economically sustainable solutions to the addressed challenges and by students becoming change agents for sustainable development.

More about challenge-driven education etc:

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