Recommendations

CBE in ENLIGHT

Course Design

A 'blended' format with components of in-person and online learning

CBE Implementation Methodology

Implementation

+ Recommendations

Engaging a meaningful and direct connection with non-academic actors

Partnerships

Student experiences

+ Recommendations

+ Recommendations

+ Recommendations

Recruitment, mobility and course experience

Recommendations to education developers & teachers

*The ENLIGHT Regional Academies at each ENLIGHT partner are meant to connect and to maintain the continuous dialogue between learners and academic staff, companies and business incubators, governments and policy makers, and civil society actors.

• Bridge teaching and research components to strengthen and sustain connections between academic partners. Testimonials from academic coordinators and lecturers have demonstrated that their involvement in the development of courses sparks a desire to further enhance collaboration and co-develop research projects.
• Establish longer-term cooperation with external stakeholders to retain their investment and interest. On the other hand, being engaged in tasks from the real-world also keeps students motivated and makes sure they have enough time to process challenges and reflect on solutions.
• Offer a spectrum of interconnected challenges that can be mapped on the same priority theme. These challenges can then be taken on by students at different levels of maturity, and at different stages of their curriculum.
• Rally around and ensure alignment between central themes proposed by ‘regional academies’* to channelize student efforts to avoid them being distracted by secondary challenges.
• Consult one or two external partners during early stages of the course design process to help align the lecture content to the challenges in question.
• Design each edition of the course to be hosted by a couple of alliance members, rotating the course and opening it to a diverse range of disciplines

Partnerships

Implementation

• Create coherent and comprehensible narrative for both students and guest lecturers.
• Contextualise the role of guest lecturers in the course narrative and the potential impact they can have on students' learning.
• Include professionals and representatives from civil society among the guest lecturers.
• Provide students with additional tools to understand the pedagogical approach of CBE, including concrete examples before the start of the course, to facilitate self-guided learning,
• Provide academic coordinators space for personal innovation and autonomy to explore alternative approaches alongside CBE, so they can garner support from alternative unconventional methodologies for successful course delivery.

Student Experiences

• Rationalize the number of students being recruited to maintain high quality and intensive interaction.
• Extend the CBE course duration from its typical time-frame of 6 months, while using the same challenge with progressive milestones. This may enable more effective assessment of students’ newly acquired skills, and also increase their time to engage with the challenge.
• Allow free use of some resources in other university environments to implement parts of the challenges or to make use of expertise in preexisting courses.
• Continue recruitment of coaches as a good practice.

*Immersive week: A week where students meet on-site to work on different stages of solution development.

Course Design

• Maximize time for active learning and practical work while simultaneously reducing the number of conferences and purely theoretical aspects
• Incorporate intermediary assignments into the overall duration of the course to enable active learning and reflective exploration of each thematic area in relation to students’ own individual experiences.
• Provide more time for student reflection on the challenge with the use of interactive academic and non-academic presentations, as well as open exchange sessions with guest speakers. By providing these varied formats and less intensive and condensed content, students can engage in a more meaningful exploration of the challenge, fostering critical thinking and interdisciplinary perspectives.
• Encourage and facilitate lecturer participation during the immersive week* , or other pre-planned moments during the course where they interact intensively with the students.
• Design dynamic learning “capsules” coupled with regular interactive sessions between students and non-academic partners (not limited to the virtual or on-site phases) to prevent non-academic stakeholders from becoming disconnected from students’ progress.