Conceptualising variety in challenge-based learning in higher education: the CBL-compass

Figures & data

Figure 1. Dimensions of challenge-based learning.

Table 1. CBL-compass: dimensions and indicators.

Vision
Real-life open-ended challenges	The extent to which challenges are real-life and authentic	theoretical/abstract to real-life
	The extent to which challenges are open-ended	pre-defined to open-ended
	The extent to which challenges are complex	one-dimensional to complex
	The extent to which challenges are interdisciplinary	mono-, multi-, interdisciplinary
Global themes	The extent to which challenges focus on transforming business-as-usual practices and raising awareness and trust among actors	no focus to full focus
	The extent to which challenges focus on short-term societal impact or long-term societal impact	no focus to full focus
Involvement of stakeholders	The extent to which challenges have a challenge owner from (1) academia, or from (2) industry, government, or culture	internal to external
	The extent to which challenges require collaboration with external stakeholders	no collaboration to full collaboration
Teaching and learning
T-shaped professionals	The extent to which learning activities create a rigorous treatment of fundamental knowledge and skills	not implemented to fully implemented
	The extent to which challenges stimulate the combination of deep understanding and a broader view	not implemented to fully implemented
	The extent to which learning activities enable critical thinking	not implemented to fully implemented
	The extent to which learning activities enable creative thinking	not implemented to fully implemented
	The extent to which learning activities allow problem formulating and designing	not implemented to fully implemented
Self-directed learning	The extent to which materials and learning activities support contextualised acquisition and application of knowledge and skills	not implemented to fully implemented
	The extent to which learning activities support the development of meta-cognitive skills and self-regulatory abilities	not implemented to fully implemented
	The extent to which learning activities enable ownership and self-directed learning	not implemented to fully implemented
	The extent to which learning activities enable dealing with uncertainty	not implemented to fully implemented
Assessment	The extent to which the assessment is balanced between product (assessment of learning) and process (assessment for learning).	imbalanced to fully balanced
	The extent to which the assessment is balanced between individual and team learning	imbalanced to fully balanced
	The extent to which the assessment is balanced between (in)formative and summative assessment	imbalanced to fully balanced
Teaching	The extent to which coaching supports scaffolding of students’ learning	not implemented to fully implemented
	The extent to which teachers find a balance between openness and scaffolding	not implemented to fully implemented
	The extent to which teachers can act as coaches, and co-learners, and co-creators	not implemented to fully implemented
Interdisciplinarity	The extent to which challenges require interdisciplinary teamwork	not implemented to fully implemented
	The extent to which challenges support combinations of individual and teamwork	not implemented to fully implemented
	The extent to which learning activities support the development of interdisciplinary professional skills	not implemented to fully implemented
Collaborative learning	The extent to which challenges stimulate cycles of divergent and convergent reasoning	not implemented to fully implemented
	The extent to which learning activities enable peer learning	not implemented to fully implemented
Learning Technology	The extent to which learning activities are facilitated by innovative use of educational technologies	not implemented to fully implemented
	The extent to which learning analytics are applied	not implemented to fully implemented
Support
Facilities	The extent to which facilities offer required materials	no support to full support
	The extent to which facilities offer required spaces	no support to full support
	The extent to which facilities offer required tools, including ICT	no support to full support
Teacher support	The extent to which support structures offer course design and pedagogical support for teachers	no support to full support
	The extent to which support structures guide teachers in developing coaching skills and other teaching skills required in a CBL context	no support to full support

Figure 2. Radar chart for course #1.

Figure 3. Radar chart for course #2.

Figure 4. Radar chart for course #3.