LH233V Teaching and Learning for Challenge Driven Education in a Global Context 3.0 credits

The course is conducted online and mixes synchronous interactive online webinars with asynchronous home assignments. All course information, zoom links to the webinars, etc. are provided before the start of the course via the course's learning platform Canvas. Since you should be an experienced teacher to participate in this course, and since CDE is a relatively new concept that is still under development, you as a participant will be considered a co-creator of this course and co-developer of the CDE concept. A well-prepared and active participation in the webinars is therefore required for your own learning as well as for your contribution to the learning of the other participants and our common process. The course corresponds to 3 ECTS credits, which means that you are expected to spend about 80 hours completing the course in total, including webinars and home assignments. The course is examined based on active participation in six webinars, home assignments, and a final report where you present your project.

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; sustainable development concepts and methods. Through the course the participants are working with designing their own challenge driven project courses supported by a number of seminars, hands-on workshops on key topics, and collaboration with fellow course participants.

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:

1.       explain and discuss the concepts challenge driven education, sustainable development, innovation, key competencies, and implement these concepts in learning activities;

2.       identify and analyze societal challenges and solutions in relation to UN’s Sustainable Development Goals;

3.       describe, apply and introduce students to specific design methods and creativity methods suitable for open ended socio-technical projects;

4.       formulate relevant learning objectives for challenge-driven learning processes and plan for and perform appropriate assessment and grading of individual students in team projects;

5.       apply methods for engaging external stakeholders in challenge-driven projects;

6.       plan for and assess the impact of challenge-driven projects;

7.       select, apply, and motivate methodologies and exercises facilitating collaboration and innovativeness in multi-disciplinary student projects.

LH231V Teaching and Learning in Higher Education 7.5 credits or equivalent course from KTH or other university.

Will be handed out at the start of the course.

• INL1 - Assignment, 3.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

If the course is discontinued, students may request to be examined during the following two academic years.

Anders Rosén

Anna-Karin Högfeldt

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Prerequisite is the course LH231V or equivalent from KTH or another university or college.
The course is tailored for teachers at KTH. It is included in course offerings that meetKTH´s requirement of 15 credits in academic teaching teaching for employment or promotion to a teaching position.
Teachers from other universities are welcome subject to availability.