Challenge Based Learning: Competencies Development Through the Design of a Cable Transportation System Prototype

Lara-Prieto, Vianney; Arrambide-Leal, Eduardo J.; García‐García, Rebeca; Membrillo-Hernández, Jorge

doi:10.1109/iceed47294.2019.8994958

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…This research on the use of academic challenges at the beginning of undergraduate engineering programs aims to confront students with the basic characteristics of the new Tec21 educational model that is based on CBL. Despite our previous studies on the implementation of these challenges (Lara-Prieto et al 2019;, the analysis of more semesters applying it and studying the comments of students and professors gives more general usefulness to this course. It should be noted that the experience of learning "by doing" provides the student with a dynamic of participation that motivates him to continue his path at the level of the engineering career.…”

Section: Discussionmentioning

confidence: 99%

Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs

Lara-Prieto¹,

Ruiz-Cantisani²,

Arrambide-Leal³

et al. 2023

INT J INSTRUCTION

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Our university has implemented the Tec21 educational model, based on four fundamental pillars: Challenge-Based Learning (CBL), flexibility, inspiring trained faculty, and a memorable educational experience. The purpose of this study was to evaluate the results of CBL implementation experiences at the beginning of undergraduate engineering programs using technological innovations such as 3D printing, DC motors, and microcontrollers. Three challenges were designed: Rube Goldberg, Cable Car, and Mini Drag Race. The challenges were implemented during at least two years where over 1,000 engineering freshmen took part. The challenges were evaluated by quantitative and qualitative methods. Overall, students enjoyed the learning experiences, learnt new technologies, and developed disciplinary and transversal competencies. Students were also more engaged and motivated to pursue their engineering academic program. These strategies challenged the students with the basic characteristics of the new Tec21 educational model. Finally, faculty involved in the implementation of these challenges expressed they required to get out of their comfort zone, learn new technologies, and change their traditional role to become a coach.

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Section: Discussionmentioning

confidence: 99%

Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs

Lara-Prieto¹,

Ruiz-Cantisani²,

Arrambide-Leal³

et al. 2023

INT J INSTRUCTION

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“…Authors Technological know-how [22,23,29,31,32,34] Challenge-Based Learning (CBL) shows similitudes with other teaching and learning approaches. In this sense, it might be argued that CBL integrates aspects of other educational practices, such as Problem-Based Learning (PBL), Project-Oriented Learning (POL) and contextual teaching and learning [30].…”

Section: Abilitiesmentioning

confidence: 99%

“…Technological know-how [22,23,29,31,32,34] Problem-solving [20,22,23,25,29,31,38] Critical thinking [20,[22][23][24][25]31,35] Soft skills (perseverance, collaboration, empathy, etc.) [20,[22][23][24][25]29,31,33,34,38] The flexibility of CBL allows its integration with other frameworks or techniques to better fit different disciplines, courses and institutional needs.…”

Section: Abilities Authorsmentioning

confidence: 99%

“…Since its conception, CBL has been widely and successfully implemented across different levels of education, from elementary school (ages 8-11) to university [32]. The approach has been used to teach a variety of topics, such as aerospace engineering [33], mechanical and mechatronics engineering [34], nursing [24,35], software development [31] and sustainable development engineering [23]. These studies have documented multiple benefits, which include the improvement of soft skills.…”

Section: Introductionmentioning

confidence: 99%

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Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

2022

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Industry 4.0 is predicted to significantly transform the jobs and skill profiles of workers. Implications for higher education may involve dramatic changes in the demand for knowledge and skills. In response to this, a Challenge-Based Learning (CBL) intervention was designed with the aim of developing working skills for the future of work on undergraduate students by embedding the Industry 4.0 theme in the Operations Management curricula. The CBL intervention was implemented in two different academic terms at a UK university, and views from 302 undergraduate business students were captured using document analysis. The benefits are reported in terms of knowledge acquisition and the application and development of key desirable working abilities for the future. The results suggest that CBL increases students’ understanding of Industry 4.0 issues in real-life settings. It also provides an environment for soft-skills training for skills, including collaboration, communication, planning and problem-solving. This study provides a blueprint for the implementation of CBL in the Operations Management curricula. The study validates existing findings obtained from the application of CBL in other disciplines. Whilst the proposed CBL intervention might be easily replicated in business schools in the UK, the findings on students’ experiences might not be directly generalized to other contexts or disciplines.

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“…Our mission now will be to adapt our courses [6][7][8][9] that are designed in the Tec21 model, with the challenge-based learnin g strategy, to a Global Classroom system to expand the skills an d benefits of this new academic strategy. The introduction of learning and engagement strategies through greater social interaction enhanced the collaboration.…”

Section: Positioning and Differentiatormentioning

confidence: 99%

The Global Classroom experience, a didactic strategy to develop skills through Project-based learning. Lessons learned between Mexico and Chile in a multidisciplinary development on Food Science

García¹,

Hernández²,

Acin³

et al. 2022

Proceedings of the 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research A

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The objective was to potentiate the learning experience of students at both institutions to work together in the challenge of developing front-of-pack nutrient warning label food while applying acquired knowledge and strengthening teamwork and negotiation skills in a multicultural and international environment. Engagement strategies and social interaction were used to enhance the collaboration. During the challenge, the students applied and developed technica l skills, whilst developed soft skills like teamwork and adaptability in multicultural context. Students at both institutions showed a high degree of satisfaction from the collaboration and brought them closer to a professional setting.

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Challenge Based Learning: Competencies Development Through the Design of a Cable Transportation System Prototype

Cited by 7 publications

References 6 publications

Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs

Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs

Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

The Global Classroom experience, a didactic strategy to develop skills through Project-based learning. Lessons learned between Mexico and Chile in a multidisciplinary development on Food Science

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