CHAPTER 3: Technology-Enabled, Challenge-Based Learning in a Global Context

Challenge-based learning is a new teaching model that incorporates aspects of collaborative problem-based learning, project-based learning, and contextual teaching and learning while focusing on current real-world problems (Johnson, Smith, Smythe, & Varon, 2009). Online, global learning challenges engage students’ curiosity and desire to learn by making central the solving of open-ended problems as a member of a self-organizing and self-directing international team (Harris & Nolte, 2007). In particular, when delivered as a mobile learning experience using an application platform developed at Curtin University in Western Australia, such challenges can integrate 21^st century tools, require collaboration, and assist students in managing their time and work schedules, while effectively scaling to large numbers of students. Set in the environment of a friendly competition where people experience game-like attributes such as automated feedback, points, leader boards, badges, and leveling up for rewards, challenge-based learning increases motivation to achieve high performance (Gibson & Grasso, 2007). Research on challenge-based learning is beginning to show impacts such as increased engagement, increased time working on tasks, creative application of technology, and increased satisfaction with learning (Johnson & Adams, 2010; Roselli & Brophy, 2006).