Speaker
Description
Challenge-Based Learning (CBL) refers to a methodology whereby students are invited to apply their knowledge and skills to address real-world problems. In planning education, this methodology has been adopted to several challenges such as urban sustainability transitions. In higher education institutes CBL is seen as a methodology that can facilitate student's critical thinking, generic and transdisciplinary skills, long-term retention and student-led learning. It also has the advantages that it facilitates the engagement of students with real-life problem owners such as city authorities, neighbourhood associations, and developers. However, when bound to the context of a specific course within a specific disciplinary field or master programme, the transdisciplinary ambitions of CBL are often difficult to emulate. This paper aims to discuss how higher education networks such as the ECIU (European Consortium of Innovative Universities) and the micro-credential scheme can be used to facilitate these transdisciplinary perspectives being incorporated into a specific course. The paper describes the rationale and learning approaches for a course in "Planning for Livables Cities", that is currently being developed as a CBL course, to be adopted to ECIU students. We reflect on the framing of learning outcomes, learning moments and assessment tools that can reflect, support and assess this transdisciplinary learning in a CBL context, while supporting planning students learn discipline-specific goals, and engage with the planning context of the case. We also describe challenges and limitations that we envision we will encounter when delivering this course, namely in examination requirements, and transversal individual and group learning. The paper contributes to discussions on methodological tools that can be adopted to planning education to generate critical, engaged, and empathic planners.
| Keywords | Challenge-Based Learning; Transdisciplinarity; ECIU |
|---|---|
| Best Congress Paper Award | No |
