The aim of the course is for students to test, develop and deepen experiences, perspectives and methods, with regard to Challenge-Based Learning (CBL).

The focus of the course is to explore and test CBL from the perspective of teaching and learning in higher education. The course begins with a learning circle designed to augment an understanding of CBL, based on participants' previous standpoints and methods. Working cooperatively, participants discuss selected scientific articles using their own experiences as university employees as a frame of reference. During the second part of the course, a CBL project is undertaken. Ethics and values are addressed throughout the course.

After completing this course, the participant will be able to

• argue the pros and cons of different perspectives and methods in relation to CBL

• have critically tested different perspectives and methods within CBL as part of his/her teaching and learning activities

• analyse and problematise ethics and values in relation to CBL

The course is based on the participants' input in the selection, processing and creation of materials. In addition to the learning circle and project work, there are also lectures, as well as components that involve relocating learning to another place and environment.

The course is examined through an individual oral examination (learning objectives 1 and 3) and an assignment that is carried out within the framework of a project concerning current societal challenges, and that is intended to be made publicly available.

The course leader informs participants of the grading criteria at the start of the course.

Persson, Sven (2009). Forskningscirklar: en vägledning. Malmö: Resurscentrum för mångfaldens skola, Avdelningen barn och ungdom, Malmö stad, 40 pages

Available on the internet:

www.malmo.se/download/18.5d8108001222c393c008000127574/forskningscirklar_metodbok.pdf

Other scientific literature (max. 300 pages) is chosen in consultation with the course participants.

The participants have the opportunity for active involvement in the teaching throughout the course through feedback and reflection on the content and its implementation.

The course concludes with an individual, written evaluation based on the course purpose and goals. These course evaluations form the basis for feedback involving the course leader and the students / course participants after the end of the course.