Teacher involvement and program for professionalization and support
In this work package, we explored the experiences of pioneering academics leading educational innovation. Our goal was to identify effective strategies for the broader implementation of CBL.
Teachers' perspectives on the implementation of CBL
For this study, we used a qualitative research design to derive comprehensive insights into the experience of the teaching staff at 色中色 that implemented CBL in their courses. The research questions focus on the motivations for using CBL, the differences between CBL and typical teaching practices from the participants' perspectives, and the implications for the wider adoption of CBL.
The findings highlight the multifaceted appeal of CBL, including its potential to provide open-ended and practical learning experiences, bridge the gap between academic knowledge and real-world applications, foster critical thinking and problem-solving, enhance student engagement, and develop a broad spectrum of transversal skills. Furthermore, the participants also identified several challenges that need to be addressed for effective implementation and the broader adoption of CBL. These insights can guide curriculum designers and teacher training programs in addressing the changing needs of both students and educators (Lazendic-Galloway et al., to be submitted).
Sharing advice and developing support structures
Sharing advice through professional development workshops
Lazendic-Galloway, J., Wetters, 脕., Guri, G. & Reymen, I. (2024). Development of adaptive expertise through Challenge-Based Learning. Adaptive Expertise Workshop, EWUU network, Utrecht University.
Helker, K., Doulougeri, K., Valencia Cardona, A., Watkins, A., van Meeuwen, L., & van de Watering, G., (2023). The power of assessment as learning in Challenge-Based Learning. Workshop presented at the First National CBL Conference, Eindhoven, Netherlands.
Lazendic-Galloway, J., Wetters, 脕. & Guri, G. (2022). Hosting delegation from Monash University. Over the preiod of two days, demonstrated the benefits of CBL as an educational approach, and advised on the implementation process.
Lazendic-Galloway, J. (2021). Didactics in astronomy to engage your students and improve their learning. Invited workshop delivered for the International Astronomical Union (IAU) Symposium 366 鈥淭he Origin of Outflows in Evolved Stars鈥�, KU Leuven, Belgium.
Lazendic-Galloway, J. (2021). Using Challenge-Based Learning to tackle societal issues through astronomy education. Workshop delivered for Global Hands-On Universe (GH-OU) Conference.