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

Authors

  • Kyriaki Papageorgiou Esade Business School, Barcelona
  • Lotta Hassi Esade Business School, Barcelona
  • Ramon Bragos UPC, Universitat Politècnica de Catalunya, Barcelona
  • Guido Charosky Drop-Innovation, Barcelona
  • Luciana Leveratto wonnd Agency, Barcelona
  • Juan Ramos UPC, Universitat Politècnica de Catalunya, Barcelona

DOI:

https://doi.org/10.23726/cij.2021.1290

Keywords:

Challenge-driven education; experiential learning; design thinking; future of teaching creativity, innovation and entrepreneurship.

Abstract

This article presents the reflections of a multidisciplinary team working on CERN’s 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 “CBI Fusion Point,” 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.

References

Beckman, S. L. & Barry, M., 2007, Innovation as a learning process: embedding design thinking. California Management Review, 50(1): pp. 25-56, https://doi.org/10.2307/41166415

Charosky, G., Hassi, L., Leveratto, L., Papageorgiou, K., Ramos, J., Bragos, R., 2018a. Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking, in: 4th International Conference on Higher Education Advances (HEAD’18). Presented at the 4th International Conference on Higher Education Advances (HEAD’18), Editorial Universitat Politècnica de València, pp. 1081–1087. https://doi.org/10.4995/HEAD18.2018.8150

Charosky, G., Leveratto, L., Hassi, L., Papageorgiou, K., Ramos-Castro, J., Bragós, R., 2018b. Challenge based education: an approach to innovation through multidisciplinary teams of students using Design Thinking, in: 2018 XIII Technologies Applied to Electronics Teaching Conference (TAEE). Presented at the 2018 XIII Technologies Applied to Electronics Teaching Conference (TAEE), pp. 1–8. https://doi.org/10.1109/TAEE.2018.8476051

Christensen, C. M. & Eyring, H. J., 2011, The Innovative University: Changing the DNA of Higher Education from the Inside Out, Jossey-Bass.

Clifford, J. & Marcus, G. E., 1986, Writing Culture, University of California Press.

Etzkowitz, H., 2003, Research groups as “quasi-firms”: The invention of the entrepreneurial university. Research Policy, 32(1): pp. 109-121, https://doi.org/10.1016/S0048-7333(02)00009-4

Fairfield, T. & Charman, A., 2019, A Dialogue with the Data: The Bayesian Foundations of Iterative Research in Qualitative Social Science, Perspectives on Politics, 17(1): pp. 154-165. https://doi.org/10.1017/S1537592718002177

Geertz, C., 1977, The Interpretation of Cultures: Selected essays, Basic Books Classics.

Glen, R., Suciu, C. & Baughn, C., 2014, The Need for Design Thinking in Business Schools, Academy of Management Learning & Education, 13(4): pp. 653-667, https://doi.org/10.5465/amle.2012.0308

Hassi, L., Ramos-Castro, J., Leveratto, L., Kurikka, J.J., Charosky, G., Utriainen, T.M., Bragós, R., Nordberg, M., 2016. Mixing design, management and engineering students in challenge-based projects, in: Proceedings of the 12th International CDIO Conference.

Kolb, A. & Kolb, D., 2017, Experiential Learning Theory as a Guide for Experiential Educators in Higher Education, Experiential Learning & Teaching in Higher Education, 1(1), Article 7.

Malinowski, B., 1922, Argonauts of the Western Pacific, Routledge.

Micheli, P., Wilner, S. J. S., Bhatti, S. H., Mura, M. & Beverland, M. B., 2019, Doing Design Thinking: Conceptual Review, Synthesis, and Research Agenda, Journal of Product Innovation Management, 36(2): pp. 124-148, https://doi.org/10.1111/jpim.12466

Mulgan, G., Townsley, O. & Price, A., 2016, The challenge-driven university: how real-life problems can fuel learning, Nesta. Availabe at: https://media.nesta.org.uk/documents/the_challenge-driven_university.pdf

Otto, T. & Smith, R. C., 2013, Design Anthropology: A Distinct Style of Knowing, In Gunn, W., Otto, T. & Smith, R. C. (Eds.), Design anthropology: Theory and practice, Bloomsbury Academic.

Papageorgiou, K. & Kokshagina, O., nd, Envisioning the Future of Learning for Creativity, Innovation and Entrepreneurship, De Gruyter.

Robinson, K. & Aronica, L., 2015, Creative Schools: The Grassroots Revolution That’s Transforming Education, Penguin USA.

Srivastava, P. & Hopwood, N., 2009, A Practical Iterative Framework for Qualitative Data Analysis, International Journal of Qualitative Methods, 8(1): pp. 76-84, https://doi.org/10.1177/160940690900800107

Suchman, L. 2011, Anthropological Relocations and the Limits of Design, Annual Review of Anthropology, 40(1): pp. 1-18, https://doi.org/10.1146/annurev.anthro.041608.105640

Van Maanen, J. 2011, Ethnography as Work: Some Rules of Engagement, Journal of Management Studies, 48(1): pp. 218-234, https://doi.org/10.1111/j.1467-6486.2010.00980.x

Watson, T. J. 2011, Ethnography, Reality, and Truth: The Vital Need for Studies of ‘How Things Work’ in Organizations and Management, Journal of Management Studies, 48(1): pp. 202-217, https://doi.org/10.1111/j.1467-6486.2010.00979.x

Published

2021-06-30

How to Cite

Papageorgiou, K., Hassi, L., Bragos , R., Charosky, G., Leveratto, L. ., & Ramos, J. (2021). Prototyping the future of learning: reflections after seven iterations of Challenge-Based Innovation (2014-2020). CERN IdeaSquare Journal of Experimental Innovation, 5(1), 5-10. https://doi.org/10.23726/cij.2021.1290