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Cursus: 202200115
Challenge-Based Learning in MSc Robotics 1
Cursus informatie
Studiepunten (ECTS)0
Contactpersoondr. H.J.B. Muijzer - Witteveen
drs. E.M.P. Hermsen
Contactpersoon van de cursus
dr. H.J.B. Muijzer - Witteveen
dr. H.J.B. Muijzer - Witteveen
1A/  2A
AanmeldingsprocedureZelf aanmelden via OSIRIS Student
Inschrijven via OSIRISJa
After the first CBL part the student is able to:
  • work and communicate effectively in a multi-disciplinary environment
  • take up different roles in a team and act as a team leader when appropriate
  • organize and execute a complex challenge/design process, by going through the three main phases of Challenge-Based Learning
  • determine and derive lacking knowledge and integrate the knowledge into the design process
  • incorporate knowledge and skills, acquired in the compulsory courses, into their group work
  • explain and discuss the choices that are being made during the process and bear responsibility for these choices
  • reflect on the impact of the work with respect to Ethical, Legal, Societal, and Economical (ELSE) aspects
  • set personal learning goals, integrate them into the process, and reflect on the results
Every quartile a large real-world problem, sometimes proposed by an external stakeholder from industry or another organization, is the starting point. Multi-disciplinary student groups of about 6 students, from at least two different specializations and from at least two profiles, define their own challenge to work on during one quartile. Course-specific elements from the compulsory course(s) of that quartile must be incorporated into this challenge.
During the quartile the students go through the three phases of Challenge-Based Learning (CBL): 1) engage in which the challenge is defined, 2) investigate, during which the required information and knowledge are acquired, and 3) act, in which possible solutions are being defined.

During the CBL process, the students reflect on their (personal) work, the teamwork, the CBL process, and the final solution in their portfolio. During the CBL project, coaches are available to guide the process together with the CBL teacher. Feedback to improve the process and work is provided during each quartile by the CBL teacher and/or coaches. At the end of year one, the complete CBL portfolio (consisting of 4 CBL projects) is assessed by the CBL teacher, resulting in a pass or fail.
Participating study
Master Robotics
Verplicht materiaal
Aanbevolen materiaal
Challenge Based Learning - Take action and make a difference Nichols, Mark H., Cator, Karen (2008), Challenge Based Learning White Paper. Cupertino, California: Apple, Inc.

Project begeleid


Description of and Reflection on CBL

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