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- Christersson, Cecilia E., et al.
(författare)
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Challenge-Based Learning in Higher Education : A Malmö University Position Paper
- 2022
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Ingår i: International Journal of Innovative Teaching and Learning in Higher Education. - : IGI Global. - 2644-1624 .- 2644-1640. ; 3:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.
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| 2. |
- Svenningsson, Nina, et al.
(författare)
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Assessment of theses in design education : Conceptualizing a co-creative process for grading by automated criteria evaluation
- 2021
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Ingår i: International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE). - 2644-1624. ; 2:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This article explores and proposes a design concept of a co-creative process that aims to support the assessment and grading of theses in design education through automated criteria evaluation. The research is based on a concept-driven design approach that theoretically anchored and empirically informed the design concept. The research was achieved by grounding the concept in theoretical resources concerning pedagogical principles and assessment, existing tools and models for examiners in assessment processes, and current design practices for assessment in higher education. The main contribution of this article, namely the concept of grading by automated criteria evaluation (GRACE), aims to provide support and structure for examiners and students to collectively advance the design, implementation, and evaluation of the concept through the co-creation and evaluation of criteria in higher education. GRACE could supplement existing assessment practices of theses in design education by focusing on both explicit criteria and the development of students' design thinking and abilities.
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