A proposal for inquiry of network and challenge-based learning in social work education

Rosner, Irena Dychawy; Högström, Mats

doi:10.15181/tbb.v79i2.1776

Cited by 3 publications

(3 citation statements)

References 13 publications

(21 reference statements)

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“…Other examples discuss CBL with Direct Instruction (Gaskins et al, 2015) or through a fusion of CBL and CBI (challenge-based instruction) (Fidalgo-Blanco et al, 2016). Rosner and Högström (2018) explore CBL in relation to socio-ecological and social learning and includes theorists like Dewey and Bernstein. Bertoni (2019) applies design thinking as a core part of CBL and explores an innovation course in engineering with a focus on work integration social enterprises, that is both commercial and social.…”

Section: Frame Discussion and Combined Analytic Modelsmentioning

confidence: 99%

Challenge based learning in higher education– A systematic literature review

Leijon

Gudmundsson

Staaf

et al. 2021

Innovations in Education and Teaching International

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This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed. KEYWORDS Challenge-based learning; higher education; theories; adult learningToday CBL has moved into the HE sector (Johnson & Brown, 2011). In a guide from 2016, Nichols et al., include higher education when they state that 'Challenge Based Learning is an effective learning framework initiated at Apple, Inc. and used in universities, schools, and institutions around the world.' (Nichols et al. 2016, p.4).CBL draws from different educational theories, and pedagogical methods, for example, problem-based learning (PBL) and inquiry-based learning (IBL). PBL has been widely adopted in for example, medicine and engineering education, much because of the

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Section: Frame Discussion and Combined Analytic Modelsmentioning

confidence: 99%

Challenge based learning in higher education– A systematic literature review

Leijon

Gudmundsson

Staaf

et al. 2021

Innovations in Education and Teaching International

View full text Add to dashboard Cite

show abstract

“…This study has its roots in universities' educational environment, where the organization of learning influenced by curriculum theories acknowledges the development of competence important to equip students in their role of helping clients in vulnerable situations. The role of social education should be to use a creative approach to existing professional rationales or discriminating societal structures [3][4][5].…”

Section: Conceptual Perspectivesmentioning

confidence: 99%

Collaborative Creativity in International Social Pedagogy Educational Settings

Irena¹

2023

Pedagogy, Learning, and Creativity

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My contribution to understanding the various creativity logics stemmed from the research outcomes of a three-year educational developmental project. Based on previous experience and collaborative work, five universities started a project aiming to develop their teaching practice. The project was carried out with help from participating students, teachers, managers, and professionals working with youth issues. This study explored the elements of co-influencing collaborative creativity in the context of bachelor of social work programs. The repertoire of development strategies includes such techniques as research overviews regarding actual issues in the young people’s living conditions, studying formal documentation, joint work in developing a course curriculum, and piloting pedagogical practice. I investigated the practices retrospectively, since the subject may be of interest to professionals and students in social sciences disciplines, who make use of qualitative research methods where the investigator may interact with research subjects and produces data from narratives, written texts, and discourses.

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“…At the start, there were 80 people involved. The initial outcome was a series of research seminars, workshops and projects focusing on CBL that resulted in a university-wide larger CBL network of researchers interrelated by workshops, seminars, several articles [13,14], grant applications and a course in CBL for university lecturers. We were asked to form smaller interdisciplinary research groups of four to six researchers, with the purpose of writing grant applications.…”

Section: Background To Interdisciplinary Learning Ethosmentioning

confidence: 99%

The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession

et al. 2021

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In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.

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A proposal for inquiry of network and challenge-based learning in social work education

Cited by 3 publications

References 13 publications

Challenge based learning in higher education– A systematic literature review

Challenge based learning in higher education– A systematic literature review

Collaborative Creativity in International Social Pedagogy Educational Settings

The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession

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