Now showing items 1-4 of 4

    • Challenge based education: an approach to innovation through multidisciplinary teams of students using Design Thinking 

      Charosky Larrieu-Let, Guido; Leveratto, Luciana; Hassi, Lotta; Papageorgiou, K.; Ramos Castro, Juan José; Bragós Bardia, Ramon (Institute of Electrical and Electronics Engineers (IEEE), 2018)
      Conference report
      Restricted access - publisher's policy
      This work aims to describe and discuss the benefits and learning outcomes detected along four iterations of a learning experience carried out by three institutions: ESADE Business School, IED Istituto Europeo di Design and ...
    • Developing innovation competences in engineering students: a comparison of two approaches 

      Charosky Larrieu-Let, Guido; Hassi, Lotta; Papageorgiou, K.; Bragós Bardia, Ramon (Taylor & Francis, 2021-09-29)
      Open Access
      The gap between industry needs and engineering graduates’ competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, ...
    • Mixing design, management and engineering students in challenge-based projects 

      Hassi, Lotta; Ramos Castro, Juan José; Leveratto, Luciana; Juhani Kurikka, Joona; Charosky Larrieu-Let, Guido; Utriainen, Tuuli Maria; Bragós Bardia, Ramon; Nordberg, Markus (2016)
      Conference lecture
      Restricted access - publisher's policy
      The aim of this work is to describe and discuss the benefits and limitations that have been detected along two iterations of a learning experience that has been carried out by three institutions located in Barcelona: ...
    • Prototyping the future of learning: reflections after seven iterations of Challenge-Based Innovation (2014-2020) 

      Papageorgiou, K.; Hassi, Lotta; Bragós Bardia, Ramon; Charosky Larrieu-Let, Guido; Leveratto, Luciana; Ramos Castro, Juan José (European Organization for Nuclear Research (CERN), 2021-06-30)
      Open Access
      This article presents the reflections of a multidisciplinary team working on CERN’s Challenge-Based Innovation (CBI) since 2014. These reflections on pedagogy and innovation are positioned at the intersection of experiential ...