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This talk presents several ideas on guided AI usage that were piloted in a 1st year CBL course as part of the SAIL DRIVE project. From various observations on which activities and interventions were effective or not as well as new insights on AI usage by students, we derive several lessons learned on supporting CBL with AI in interesting ways.

How do you judge quality when traditional rubrics do not tell the whole story? With Comparative Judgement, instead of scoring student work against a list of criteria, assessors compare two pieces of work and simply decide which is better. By combining many such comparisons, a reliable ranking emerges that reflects the collective judgement of experts.

From the perspective of both professional and personal development, the deployment of hybrid teachers from industry within Challenge-Based Learning (CBL) projects presents an exceptional opportunity. In these interdisciplinary projects, students work on real-world assignments sourced from either industry, municipalities, charities or 黑料福利网 institutions. 

Lecturers from technical universities across Europe gathered at 黑料福利网 yesterday, virtually and in person, to exchange experiences on Challenge-Based Learning (CBL). The interactive session, organized by the Academy for Learning and Teaching, offered lots of inspiration, from creative metaphors to practical advice.

What is the difference between Design-Based Learning (DBL) and Challenge-Based Learning (CBL), and how to transition between the two in your course? Gabriel Tibola, a University Lecturer at Electrical Engineering department, has been navigating this shift since 2020.