Hildo Bijl
h.j.bijl@tue.nl
Eindhoven University of Technology
Abstract
The amount of Challenge-Based Learning (CBL) applied in university curricula is growing. A common pitfall when using CBL is that the projects are disconnected from the fundamental theory and skills (e.g., mathematics) that students learn. This results in missed learning opportunities as well as a reduced motivation for students. This paper presents a solution to this problem using Skill Trees. Skill Trees are an educational tool that allow teachers to plan which skills students need to master, when they need to master it, and how they can get to that mastery. The application to Project-Based Learning, in which all students have a similar project, is still relatively straightforward with little effort required from the teacher. An extension concerns the application of Skill Trees to CBL, where project topics can widely differ. Here the teacher needs to play a more active role coaching student groups. In both cases, the result is a Just-In-Time Learning set-up that more strongly connects fundamental skills and theory to applied project work.
Initial interviews with students have indicated both an increased motivation as well as a stronger mastery of fundamental skills, as compared to using CBL without just-in-time teaching.
Keywords
Challenge-Based Learning, Knowledge Graphs, Skill Trees, Just-In-Time Learning, Course Structuring