2 research outputs found

    Prototyping the future of learning: reflections after seven iterations of Challenge-Based Innovation (2014-2020)

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    This article presents the reflections of a multidisciplinary team working on CERN‚Äôs Challenge-Based Innovation (CBI) since 2014. These reflections on pedagogy and innovation are positioned at the intersection of experiential learning, design thinking and challenge-driven education.Drawing from seven editions of what has become ‚ÄúCBI Fusion Point,‚ÄĚ we present our story as an ongoing journey of experimentation with various formats and methods in response to broader shifts in education. Our article contributes to a better understanding of the characteristics and challenges that CBI-like programs pose and the infrastructure and support that they require.Peer ReviewedObjectius de Desenvolupament Sostenible::9 - Ind√ļstria, Innovaci√≥ i InfraestructuraObjectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econ√≤micObjectius de Desenvolupament Sostenible::4 - Educaci√≥ de QualitatPostprint (published version

    Developing innovation competences in engineering education through project-based and challenge-based learning

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    There is a gap between industry needs and engineering graduates‚Äô competences that since the past two decades has been under discussion. Engineering graduates are perceived as ‚Äútoo theoretical‚ÄĚ by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectively dealing with stress and uncertainty, among others, will be increasingly important in the future. Innovation competences in particular are key to tackle current societal challenges, but there is limited understanding about what innovation competences are developed through different types of project-based courses. An education that remains only in the scope of technical skills traditionally expected from engineers will eventually limit the capabilities of the engineers to influence strategy and management decisions, as well as concept definition for new products and services. Institutions like ABET, CDIO and ENAEE ‚Äď EUR-ACE¬ģ, highlight these demands for future engineers‚Äô competences. Ultimately, the more engineers master the innovation process beyond the technical aspects, the more impact they can have in shaping the society of the future, and the greater chances they have to position themselves as decision makers. This study discusses what are the innovation competences needed for engineering students and pedagogical approaches to develop those competences, with the aim of understanding how to better design educational strategies to improve innovation competences in future engineering graduates. A broad literature review was developed on existing innovation competences models and pedagogical approaches to develop innovation competences, going from problem-based to project-based learning to challenge-based education, from New Product Development to Design Thinking, and through different strategies to measure innovation competences. Through a mixed method approach, combining quantitative analysis of surveys and qualitative content analysis of project results, we compared two experiential learning courses developed at the UPC Telecom school: a project-based course and a challenge- based course. We compared self-perception on innovation competences using the INCODE (Innovation Competences Development) Barometer and we developed a qualitative content analysis of project results and self-reflection documents of two groups of engineering students from Telecom Engineering school from UPC going through CBI (Challenge Based Innovation) course versus PDP (Product Development Project) course. CBI is an innovative learning experience carried out by three institutions: Telecom Engineering School of UPC, ESADE Business School and IED Instituto Europeo di Design in collaboration with CERN, where mixed teams of students from the three institutions face open innovation challenges through Design Thinking, with the objective of designing solutions to complex societal problems, considering the use of CERN technologies if suitable. PDP is the ‚Äústandard‚ÄĚ capstone course taken by Telecom engineering students following a classical project management approach based on the CDIO framework. Results shows that experiential learning approaches like project-based and challenge-based education are good educational strategies for developing competences and, explicitly, innovation competences in engineering education, but each strategy emphasizes some competences more than others. Project-based courses demonstrates better results in Planning and Managing Projects. Creativity, Leadership and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.Existe una brecha entre las necesidades de la industria y las competencias de los graduados en ingenier√≠a que se ha estado debatiendo desde las √ļltimas dos d√©cadas. Los graduados en ingenier√≠a son percibidos como "demasiado te√≥ricos" por la industria y encuentran dificultades para adaptarse al contexto laboral real. Esta brecha se aborda principalmente mediante cursos basados en proyectos, desarrollando las competencias esperadas de los futuros ingenieros, que van m√°s all√° de las habilidades puramente t√©cnicas. Competencias como la creatividad, la innovaci√≥n, las habilidades empresariales, el sentido de la responsabilidad, el pensamiento basado en problemas, la colaboraci√≥n, la capacidad para comunicarse y afrontar eficazmente el estr√©s y la incertidumbre, entre otras, ser√°n cada vez m√°s importantes en el futuro. Las competencias de innovaci√≥n en particular son clave para abordar los desaf√≠os sociales actuales. Pero hay una comprensi√≥n limitada sobre qu√© competencias de innovaci√≥n se desarrollan a trav√©s de diferentes tipos de cursos basados en proyectos. Instituciones como ABET, CDIO y ENAEE - EUR-ACE¬ģ, destacan estas demandas de competencias de los futuros ingenieros. Este estudio analiza cu√°les son las competencias de innovaci√≥n necesarias para los estudiantes de ingenier√≠a y los enfoques pedag√≥gicos para desarrollar estas competencias, con el objetivo de comprender c√≥mo dise√Īar mejores estrategias educativas para el desarrollo de competencias de innovaci√≥n en los futuros graduados en ingenier√≠a. Se desarroll√≥ una extensa revisi√≥n de la literatura incluyendo modelos de competencias de innovaci√≥n y enfoques pedag√≥gicos existentes para desarrollar competencias de innovaci√≥n, pasando del aprendizaje basado en problemas al aprendizaje basado en proyectos y la educaci√≥n basada en retos. Tambi√©n se estudi√≥ el desarrollo de nuevos productos (NPD) y el pensamiento de dise√Īo (Design Thinking), as√≠ como diferentes estrategias para medir competencias de innovaci√≥n. A trav√©s de un enfoque de m√©todos mixto, combinando el an√°lisis cuantitativo de encuestas y el an√°lisis de contenido cualitativo de resultados de proyectos, se compararon dos cursos de aprendizaje experiencial desarrollados en la escuela Telecomunicaciones de la UPC: un curso basado en proyectos PDP (Proyecto de desarrollo de producto) y un curso basado en retos (CBI-Challenge Based Innovation). Se analiz√≥ la autopercepci√≥n sobre competencias de innovaci√≥n utilizando el Bar√≥metro INCODE (Innovation Competences Development), y se desarroll√≥ un an√°lisis de contenido cualitativo de los resultados de proyectos y documentos de autorreflexi√≥n. CBI es una experiencia de aprendizaje innovadora llevada a cabo por tres instituciones: Escuela de Ingenier√≠a de Telecomunicaciones de la UPC, ESADE Business School e IED Istituto Europeo di Design en colaboraci√≥n con CERN, donde equipos mixtos de estudiantes de las tres instituciones enfrentan desaf√≠os de innovaci√≥n abierta a trav√©s del Design Thinking, con el objetivo de dise√Īar soluciones a problemas sociales complejos, considerando el uso de tecnolog√≠as CERN (si es apropiado). PDP es el curso final ¬Ņest√°ndar¬Ņ que toman los estudiantes de ingenier√≠a de telecomunicaciones siguiendo un enfoque cl√°sico de gesti√≥n de proyectos basado en el marco CDIO. Los resultados muestran que los enfoques de aprendizaje experiencial como la educaci√≥n basada en proyectos y la educaci√≥n basada en retos son buenas estrategias educativas para desarrollar competencias y, espec√≠ficamente, competencias de innovaci√≥n en la educaci√≥n en ingenier√≠a. Pero cada estrategia enfatiza algunas competencias m√°s que otras. Los cursos basados en proyectos demuestran mejores resultados en la planificaci√≥n y gesti√≥n de proyectos. La creatividad, el liderazgo y el esp√≠ritu empresarial se desarrollan m√°s a trav√©s de un enfoque basado en retos combinado con Design Thinking.Postprint (published version
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