Extended abstract
THEORETICAL BACKGROUND AND RATIONALE The relatively recent introduction of Challenge Based Learning (CBL) approaches (Gallagher & Savage, 2023) shows promise in providing authentic problems (Stanton & McCaffrey, 2010) within the context of authentic learning environments (ALEs). In authentic learning environments (ALEs) learners work on and learn from ill defined problems, while they receive guidance from facilitators. Authentic problems offer ample opportunities for students to learn new insights and to reflect on their own actions (Herrington & Herrington, 2006). Unlike traditional case based learning, which often simplifies professional tasks, ALEs offer authentic, multifaceted assignments where students collaborate with professionals and deal with uncertainty, diversity of outcomes, and varying learning pathways. Research shows that learning in ALEs, with real world challenges, leads to deeper understanding and better professional preparation compared to traditional educational methods (e.g. Hmelo Silveret al., 2006), because they help students develop problem solving and collaboration skills that are needed to solve practical challenges (Kolmos & Egelund Holgaar, 2017). At the same time real life work situations help students develop career related self awareness by providing them with insights into their strengths, interests, and professional aspirations (Kuijpers & Meijers, 2012). Given the current societal transformation(s), professionals need in depth field specific expertise and skills such as critical thinking, collaboration, and self directed learning (e.g., Pyrhonen et al,, 2019; World Economic Forum, 2018; Hughes et al., 2017). Concurrently students are becoming more discerning and conscious of their educational needs and its alignment to their own situation (e.g., Pyrhonen et al., 2019; Wade, 1994). Developing education that supports the required skills and addresses students’ needs is challenging. It requires rich learning environments in which students experience (some) flexibility and autonomy (Ryan & Deci, 2000). Within such learning environments students can become self aware and self directed learners. However, shaping authentic learning environments that incorporate authentic challenges require co creation between workfield professionals and teachers. Our project was set out to develop design principles that support the co creation process. PROJECT DESIGN AND RESULTS Our project TALENTS at Saxion University of Applied Sciences in the Netherlands aimed to create authentic learning environments in (re)new(ed) curricula. A main aspect of this project was to develop support for design processes. Design principles play a major role in educational design, since they (help to) guide the design process by offering evidence informed insights for one of more design activities (e.g. Van den Akker, 1999). For creating the design principles an iterative approach was applied, in which input from various groups (e.g., researchers; educational experts, students, professionals) and research activities were combined. For organizing the design principles, the CADDIE model (Visscher Voerman et al., 2024) was used. CADDIE builds on the ADDIE model by including the socio professional perspective to the design model (Goodlad et al., 1979). Nine design activities were identified. The first activity, for example, is “Design team formation and development.” An example of a design principle for team formation is: If you want students to develop into self aware professionals with self directed skills within authentic learning environments, it is important that… at the start of the design process, you carefully assemble a design team that fits the intended innovation, consisting of capable individuals who are willing to change and are accepted by their colleagues.... where you assemble an interdisciplinary team consisting of various stakeholders: teachers, industry partners, students, and colleagues from educational logistics.... because when all perspectives are represented during the design process, the likelihood of the education being feasible increases. [1]. RELEVANCE AND IMPACT Recent CBL reviews underline the key characteristics of quality challenges. However, there is little attention given what it takes to successfully implement CBL in curricula. The results of our project aim to support CBL designers in the overall design and implementation process. Design principles aim to support educational designers in making underpinned decisions (Kali et al., 2019). The design principles of our study are the result of a four year project, which started during the COVID 19 pandemic. The pandemic created challenges in teacher availability and restricted creativity during unavoidable online design sessions. Nevertheless, we successfully developed design principles that allow designers to adapt them to their specific needs. At the final stages of TALENTs, the design principles were finetuned by the project team and discussed with various stakeholders (e.g., researchers, teachers, educational designers). This final activity makes the design principles applicable for the design of CBE and ALEs in various contexts. REFERENCES Gallagher, S. E., & Savage, T. (2020). Challenge based learning in higher education: An exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354 Goodlad, J. I., Klein, M. F., & Tye, K. A. (1979). The domains of curriculum and their study. In J. I. Goodlad (Ed.), Curriculum Inquiry (pp. 43 76). McGraw Hill. Hmelo Silver, C. E., Golan Duncan, R., & Chinn, C. A. (2007). Scaffolding and achievement in problem based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99 107. Hughes, D., Law, B., & Meijers, F. (2017). New school for the old school: Career guidance and counselling in education. British Journal of Guidance & Counselling, 45(2), 133 137. Kali, Y., Levin Peled, R., & Dori, Y. J. (2009). The role of design principles in designing courses that promote collaborative learning in higher education. Computers in Human Behavior, 25(5), 1067 1078. Kuijpers, M., & Meijers, F. (2012). Learning for now or later? Career competencies among students in higher vocational education in the Netherlands. Studies in Higher Education, 37(4), 449 467. McKenney, S. E., & Reeves, T. C. (2018). Conducting educational design research (2nd ed.). London: Routledge. Pyrhonen, V. P., Niiranen, S., & Pajarre, E. (2019). Engineering graduates’ development of competencies: Views from academic stakeholders. Paper presented at the 47th annual conference of the European Society for Engineering Education (SEFI), 16 19 September, Budapest, Hungary. Ryan, R. M., & Deci, E. L. (2000). Self determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55(1), 68 78. https://doi.org/10.1037//0003 066X.55.1.68 Stanton, M., & McCaffrey, M.
