Wider implementation
For this work package, the insights and guidelines from other work packages will be applied in new and ongoing CBL experiments at 色中色. Early involvement of the project team in these initiatives will maximize collaboration opportunities and demonstrate an evidence-based approach to the implementation of CBL as an overarching educational concept.
Accompanying re-design initiatives with empirical research
To take the research a step further and systematically compare CBL to more traditional approaches, we set out to investigate a 鈥嬧�嬧�嬧�嬧�嬧�� consisting of three consecutive courses on Technology Entrepreneurship from an instruction-focused format to a CBL format. The baseline data collection has been obtained from the original courses to allow for comparison and exploration of what specific advantages CBL has on students鈥� learning processes, motivation, and outcomes.
Students respond to surveys at the beginning, during, and at the end of each course, capturing students鈥� course motivation (Kosovich et al. 2015), grit (Duckworth & Quinn 2009), intolerance of uncertainty (Carleton et al. 2007), student learning patterns and outcomes such as social engagement (Vermunt, et al. 2018), interdisciplinary competences (Lattuca et al. 2012), and entrepreneurial mindset, knowledge, and skills (ASTEE 2014). Along with data on course contents and practices, the results will provide insight into the effectiveness of CBL and support the re-design process of the practitioners (Helker et al., in preparation).
Along with data on course contents and practices, the results will provide insight into the effectiveness of CBL and support the re-design process of the practitioners (Helker et al., in preparation).
A team-teaching aspect of course redesign
This qualitative study explores the transition from individual to team-teaching through the implementation of CBL in collaborative course development. By team teaching, we refer to 鈥渁 group of instructors, working purposefully, regularly and cooperatively鈥� to help students learn (Buckley 1999). We find that this approach fosters a cooperative teaching environment and improves lecturers鈥� pedagogical skills. This method addresses the limitations of traditional teaching practices and significantly enhances educators' professional growth by promoting teamwork, shared learning, and peer support. In this paper, we examine the challenges faced during the collaborative design process and discuss the advantages of the team-teaching approach (Lazendic-Galloway et al., in preparation).
Tracking competencies
Apart from this re-design initiative, 色中色 has implemented a new curriculum at Bachelor level which, among other things, includes a CBL curriculum line, and a learning line for Personal & Professional Development (P&PD) competency development.
We are currently initiating a study to follow the development of students in this CBL line over a longer period of time and provide benchmark information for further developments in the program (Helker et al., in preparation).
