TY  - BOOK
AU  - Dikilitaş,Kenan
AU  - Marshall,Tim
AU  - Shahverdi,Masoumeh
ED  - SpringerLink (Online service)
TI  - A Practical Guide to Understanding and Implementing Challenge-Based Learning
SN  - 9783031670114
AV  - LB2300-2799.3 
U1  - 378 23
PY  - 2025///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Palgrave Macmillan
KW  - Education, Higher
KW  - Teaching
KW  - Maturation (Psychology)
KW  - Teachers
KW  - Training of
KW  - Higher Education
KW  - Pedagogy
KW  - Personal Development
KW  - Didactics and Teaching Methodology
KW  - Teaching and Teacher Education
N1  - Chapter 1 – CBL and its evolution as an instructional and pedagogical practice -- Chapter 2 -CBL framework today and CBL learning outcomes -- Chapter 3- CBL assessment, feedback and evaluation -- Chapter 4- CBL categorisation through a micro, meso, macro framework -- Chapter 5- CBL micro frame level case studies -- Chapter 6 - CBL meso level frame case studies -- Chapter 7-CBL macro level frame case studies -- Chapter 8- CBL future implications for teachers, practitioners, students, and external stakeholders -- Chapter 9 - CBL conversations with colleagues and students -- Conclusion; Open Access
N2  - This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and develop opinions. Teachers monitor student learning and engagement and mentor students to express their needs. Chapters showcase existing CBL practices in different settings, and include case studies which detail the practical application of CBL in multiple contexts. The authors develop an emerging theory of practical learning based on the insights of the curriculum designers, practitioners and students. The book will be of interest to researchers, teacher educators/trainers and research supervisors in higher education
UR  - https://doi.org/10.1007/978-3-031-67011-4
ER  -