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Building a multi-tier Maturity Model for introducing Challenge Based Learning. Implications for teachers’ professional development
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, University of Twente, Netherlands ; , University of Twente / Vrije Universiteit Brussel, Belgium

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract: Challenge Based Learning (CBL) is a framework that emerged from the "Apple Classrooms of Tomorrow—Today" (ACOT2, 2008 It was developed out of an instructional need to help students learn basic knowledge in a way that would be more sustainable while at the same time developing the so-called 21st-century skills. At this moment, there seems to be a missing link between the flexible and customizable framework CBL promises to be and it’s practical implementation. We introduce a CBL Maturity Model, tweaked from Marshall’s e-Maturity Model, to allow institutions to assess the readiness to start with CBL at different organisations levels: the organisation itself, faculties or programmes, and teachers and courses. In this paper we zoom in on the process cluster “Teaching staff are provided with CBL pedagogical support and professional development” in the “support” category of processes at the University of Twente (UT), one of four technical universities in the Netherlands and one of the 13 partner in the European Consortium of Innovative Universities (ECIU).

Citation

Chapel, L. & DePryck, K. (2022). Building a multi-tier Maturity Model for introducing Challenge Based Learning. Implications for teachers’ professional development. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 392-400). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2022 from .