Evolution of CBL
The term CBL gained ground in secondary education after it was introduced by the company Apple in a pilot study to make education more motivating and relevant to students (Jonson, et al, 2009). Their definition emphasizes the activating nature of CBL, using challenges as a call to action for students.
Malmqvist et al. (2015) adapted the original definition of Apple to higher engineering education with a focus on CBL as an authentic experience using real-world problems and solutions that are sustainable. Based on a literature review, Gallagher and Savage created another definition by identifying key features of CBL. This definition shows the capabilities of CBL in integrating different types of knowledge, skills, and learning and teaching/coaching activities.
CBL at TU/e
TU/e has a long history in educational innovations and CBL is one of the core pillars in the educational vision for 2030 at TU/e .
In order to make a tailored approach possible, TU/e has adopted a systematic framework for understanding the variety of CBL implementations.
This framework allows us to build on previous (Design-Based and Project-Based Learning) experiences in different departments and provides a common language for shaping CBL in our education.
It also gives each department the flexibility to design its curriculum with the right combination of teaching methods to provide the best quality education.
Go to What is CBL to get more explanation about CBL on course level and curriculum level.
Implementation of CBL at TU/e
To implement CBL, TU/e uses a research-based and integrated approach (Van den Akker, 2012; Vermunt, 2021). Outlined below is the implementation process in years.
- Phase 1 (2020-2022): TU/e began experimenting and implementing CBL at the course level through pilots, monitoring, and collecting lessons learned.
- Phase 2 (2023-2025): based on the lessons learned of the first phase, the CBL Teaching Toolkit was launched to support curriculum wide development of CBL, implementing CBL in the Bachelor College 2.0.
- Phase 3 (2025-2030): based on recommendations of the CBL Taskforce we will continue to develop CBL in integration with other building blocks in the curriculum.
Based on the experiences of implementing CBL at the course and curriculum level, we will refine the educational concept of CBL along the way. Not as a something new but as a step-by-step journey towards our educational vision.
This journey is supported by the teaching toolkit as a living instrument. This support involves many stakeholders, including Teacher Support, Teach, the CBL program and TU/e innovation Space. All stakeholders, united as partners in the Academy of Learning and Teaching, provide support to CBL implementations in and across all departments. TU/e innovation Space has a special role in this respect by acting as a living example on how challenge-based learning can be organized in a truly multidisciplinary way; not only within curricula but also in extracurricular learning (student teams).