OnlineHE_Toolkit

67 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-RO01-KA226-HE-095434 learning experience; enabling a similarly diverse staff community and promoting their individual and collective professional development; enabling society at large by opening our doors and fully responding to the mission it has entrusted us.” 9. Target group Higher Education students 10. Evaluation (results) of its effectiveness (if applicable) The first program will be finalisd with the Student-led Forum this autumn. 11. Overview of the lessons learned which are relevant to the project N/A 12. Web link https://www.arqus-alliance.eu/ 13. References/ online sources MOOC on challenge-based learning (https://www.arqusalliance.eu/action-lines/engaged-european- citizens) . 14. Additional notes The challenge-based learning begins with the definition of the big idea that is explored in several ways. The most important thing is the attractiveness of this idea to students and society. Another step is the creation of essential questions and definition of challenge. Students come up with guiding questions, activities and resources used to the development of the successful solution. “The next step is analysis, which will set the foundation for the definition of the solution”. The implementation begins and then the solution is agreed. The final step is the evaluation that includes the process testing and verification of the solution (Chanin et al., 2018). In this way, students plan their own learning. The general framework for challenge-based learning is provided by “The Challenge Institute”: https://www.challengebasedlearning.org/framework/ ( accessed on 6 September 2021). The implementation of challenge-based learning in the study process is growing. This pedagogical approach aims to construct the learning process based on real-life situations (Gudonienė et al., 2021, Gutiérrez-Martínez et al., 2021). Students develop tools and