Reshaping education through Challenge Based Learning: The case of student-led learning

INTRODUCTION: Universities all over the world are exploring what the future university should look like (e.g., TU/e, 2019, KTH, 2022; MIT, 2022, Harvard, 2022). Key elements in this future are reflection and self-directed learning, as they are important competences to cultivate resilient professionals that are lifelong learners, self-aware, self-managed, adaptable, and participants of societal change (Giesenbauer & Müller-Christ, 2020; Walcutt & Schartz, 2019). At Eindhoven University of Technology (TU/e), we are taking steps towards this envisioned future through education innovation that promotes collaborative, authentic learning, and students' reflection on learning, and their role/contribution towards societal challenges (Lopez-Arteaga et al., 2023). Challenge-based learning is regarded at TU/e as a concept that stimulates active, self-directed learning (Doulougeri et al., 2024), and its implementation has been widely encouraged at bachelor and master level. However, while promising developments in CBL can be seen, they have so far been incremental in moving towards student-led at curricular level. Reshaping engineering education towards a student-led curriculum requires radical and sustainable change at the core (Graham, 2012). It requires systemic change to the way education is designed and operationalized. It needs us to make ideas for change specific and actionable (Isern & Pung, 2007). For example, what needs to change for student-led learning? What role does CBL play in stimulating the development of this competence? What is the best starting point (e.g., curriculum, faculty, policy, the learner) for a substantial and sustainable change? What should change, and what should remain? What are the benefits and what are the risks? What should be prioritized for the case of student-led learning, if we are to ensure sustainable change? This workshop encourages an open but structured discussion on the radical changes and decisions to be made towards student-led learning. Together, we will answer the following question: How can we reshape the wider implementation of CBL based curricula to reach the future of self-directed learning we envision? KEYWORDS: Educational transformation, Change leadership, Student-led learning. WORKSHOP DESIGN: The session starts with a short introduction on the topic of discussion and explanation of activities (5 mins.). Following, we will explore the questions posed above (40 mins), while taking the different perspectives present in the session (e.g., program director, learner, policy maker, teacher, business or societal organization). These perspectives will be explored and made explicit at the start of the session. We will use the 'fishbowl' method (See e.g., Utrecht University, 2023) to facilitate discussion among different participants and their perspectives. Participants will be organized in an inner and outer circle. The inner circle represents the fishbowl, which participants in the outer circle can enter and exit as they wish. Participants bring in their unique perspectives while they enter the inner circle (i.e., the fishbowl) and share their ideas/reflections on specific addressed questions. The goal is to have several different perspectives represented in the fishbowl at any given time, thereby highlighting different points of view regarding change towards student-led learning. All participants are encouraged to participate and share ideas. Ideas will be captured and made visible during the session, aiming to identify important areas, barriers, and enablers for change. The workshop concludes with an overall reflection (10 mins) on the activity and discussions, and overview of prioritized aspects towards reshaping education through CBL for student-led learning. Moreover, the outcomes of the workshop will provide a helicopter view of the status of participating institutes regarding CBL and student-led learning. PARTICIPANTS: The workshop is open to all participants of the CBL international conference, regardless of their role/background. The activity is apt for educators, researchers, learners, education collaborators, business, societal organizations, and support staff alike. No prior knowledge is required. EDUCATIONAL IMPACT: The workshop stimulates relevant discussions around the topic of CBL, and integrates views on what change needs to occur to reach student-led learning in a CBL-based curriculum. The outcomes of this workshop help us attain a better understanding of the status-quo of CBL and student-led learning in higher education, as well as the possible barriers to reaching the future of higher education we envision. This workshop is organized in the context of the (reference project, 2019). This workshop builds on a similar activity conducted at CDIO 2024. The outcomes of the session will contribute to the (name project) project results, and results will be disseminated as part of the project's deliverables. Possible follow-ups include sharing the processed outcomes of the sessions with participants, to collect further input/feedback on their views on student-led learning.