Module: Challenge-based learning for transformative change

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Challenge-based learning for transformative change
Module Code	GY342 (ITS) / GEO1021 (Banner)
Faculty	Humanities & Social Sciences	School	History & Geography
Module Co-ordinator	Kathleen Stokes
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

Many of the environmental challenges we face are considered ‘wicked problems,’ which describes a problem that is difficult to define and solve because of its complex and interconnected nature e.g., climate change, plastic pollution, biodiversity loss. For instance, there is often a lack of clarity in the overall goals and potential responses, which means there is no single solution to such problems. This module introduces students to challenge-based learning (CBL), an approach to address wicked problems associated with sustainability. CBL is an effective framework for learning while solving real-world complex challenges. The framework promotes collaboration to identify novel and practical ideas, ask provoking questions, and identify, investigate, and solve challenges, recognising that there may be many potential solutions to wicked sustainability problems. Using a CBL framework, students will identify a real-world wicked problem related to sustainability, gain deep subject area knowledge, and propose solutions and recommendations that can help to address the sustainability challenge identified. The module is applied in nature and is designed to develop skills necessary to thrive in an ever-changing world.

Learning Outcomes

1. Explain challenge-based learning and its usefulness to solving wicked problems
2. Collaborate with experts on real-world problems to develop a deeper knowledge of a sustainability challenge.
3. Identify a range of potential solutions to open, relevant, and problematic sustainability issues which requires a real solution.
4. Create a solution to a sustainability problem resulting in a real action.
5. Evaluate the outcomes of a challenge-based learning solution to a sustainability challenge.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Scheduled lectures / seminars and practicals
Independent Study	101	Independent reading, expansion on in-class material, completion of practical exercises, meeting with key stakeholders and final report write-up delivery
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

● Wicked problems ● Challenge-based learning ● Systems thinking ● Data analysis

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Group assignment	Group assignment focusing on CBL Engage phase activities	20%	n/a
Group assignment	Group assignment focusing on CBL Investigate phase activities	20%	n/a
Group assignment	Group assignment focusing on CBL Act phase activities	60%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Other Resources

None