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Challenge Based Learning in a Communication Degree: an Innovative Experience from Mondragon University
Aitor Zuberogoitia / Maite García / Sirats Santa Cruz
Topic and main points of the talk
1. Motivations & Context
2. A change of direction
3. Objectives, research questions, methodological aspects
4. First impressions
1.Motivations & Context➢ Serving or innovating? Media educators should...
○ … prepare “flexible, creative, and open-minded experimenters” (Huesca, 2000)
○ … try to provide “systematic response to media innovation in the professional world” (Deuze, 2001)
○ … “adapt to shifts in the industry and changing their curricula to reflect an emphasis on convergence” (Kraeplin & Criado, 2005)
1.Motivations & Context➢ Follower mode or innovator mode? Journalism training as a
development laboratory (Deuze, 2006)
➢ Journalism Schools creating innovation centers or introducing innovation and entrepreneurship in their curricula (Stelter, 2009)
1.Motivations & Context➢ New education paradigm: from a content-centered model to
competence development (Delors, 1996): ○ learning to know○ learning to do○ learning to be
➢ Competences adapted to the 21st century: digital environment, open societies, uncertainty & constant change (OCDE, 2010, 2012; IPPR, 2013)
1. Motivations & Context➢ Redesigning the degree: ANECA’s approval for academic year
2014-2015:
○ Growing importance of students’ competences and learning outcomes…
○ … but a fragmented curriculum, structured around subjects
2. A change of directionTwo main objectives for the new design:
1. To adapt teaching methods to 21st century university studies: a. competence developmentb. multidisciplinary approach c. active methodologies
2. To get closer to the market reality of future graduates
2. A change of directionNew methodological framework:
➢ Challenge Based Learning (Johnson, Smith, Smythe & Varon, 2009) based on three concepts:○ Active Learning○ Collaborative Learning○ Challenge Based Learning
2. A change of direction
Subject-basedmethodology
Challenge
Product
Work sequence
INTERDISCIPLINARY
2. A change of directionCharacteristics of work sequences:➢ Organized by quarters
➢ Intensive, full-time
➢ More than one teacher in each, sharing knowledge & offering guidance to the students
➢ Projects attached to the real world
2. A change of direction
Teachers:➢ Work in pairs➢ Full-time during
each sequence➢ Talks of
professionals
Students:➢ They are the driving
forces➢ Special forums to
share opinions and impressions: monitoring groups
Intensive workload while the work sequence is in progress
Work sequence 1
Work sequence 2
Work sequence 3
Work sequence 4
Work sequence 5
FINAL SCORE
Learning outcome 1 10% 60% 30% 100%
Learning outcome 2 20% 30% 10% 40% 100%
2. A change of directionEvaluation based on Learning Outcomes
3. Objectives, research questions, methodological aspectsLongitudinal research throughout 2015-2016
3. Objectives, research questions, methodological aspectsResearch questions
1. Does this innovative methodology meet our expectations in terms of the promotion of students’ autonomy, personal initiative, creativity and teamwork?
2. What enablers have been identified?
3. What aspects should be improved or modified?
3. Objectives, research questions, methodological aspectsEvaluative Research Paradigm
➢ Mixed design (quantitative & qualitative)➢ Data collection: mainly at the beginning and at the end of the
academic year
3. Objectives, research questions, methodological aspects
94 1st and 2nd year students
academic tutors12
3. Objectives, research questions, methodological aspectsSpecific research variables
Students: ➢ Development of...
○ deep learning capacity○ autonomy & initiative○ creativity &
entrepreneurship
Teachers: ➢ Attitudes towards the
innovation process ➢ Considerations ➢ Relationships
4. First impressions ➢ Significant involvement
○ teachers (93%) ○ students (94%)
➢ Working with data:○ data obtained in the first data collection are being registered○ second collection, at the end of the process
4. First impressions
Teachers: ➢ “it is a step forward”➢ “it is enriching to work
with other teachers in the same sequence”
Students: ➢ “we feel more
centered”➢ “it is more dynamic”
4. First impressions Areas for improvement:
➢ Too many learning outcomes in some sequences
➢ Simplify the evaluation process
4. First impressions Both students and teachers…➢ Prefer this system➢ Don’t want to go back
More information about...➢ this methodology’s impact➢ identified enablers➢ possible improvements…
… once the project is finished
Eskerrik askoMuchas gracias
Thank you very much
MONDRAGON UNIBERTSITATEAEskoriatza (Gipuzkoa) - Basque Country
Aitor Zuberogoitia [email protected] García [email protected]
Sirats Santa Cruz [email protected]
