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Engaging students in COVID times with immersive learning and Self-driven Challenge Based Learning

机译：从事Covid时代的学生用沉浸式学习和自我驱动的挑战，学习

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The impact of mobility restrictions due to the coronavirus pandemic in the year 2020 altered all the planned activities of the MSc Energy for Smart Cities in four European locations (Stockholm, Leuven, Grenoble and Barcelona) with a majority of non-European students. In addition, the master programme has specific activities where students join together in three European cities (Barcelona, Antwerp and Amsterdam). The response was to immediately introduce online tools with two relevant pedagogical innovations. The first one, Immersive Learning, addressed to overcome as much as possible the experience of living in the cities that couldn’t be visited. The solution implemented has been designed to be simple and low cost in order to ensure the maximum reasonable value. The second innovation has been to take advantage of the pandemic obstacles to evolve the Challenge Based Learning towards a new methodology were students actively assume the role of defining the challenges, aligned with their interests and motivations, keeping the connection with the companies and institutions involved in the innovation and startup ecosystem. The positive effect of those innovations has been to increase the engagement and motivation of students despite the difficult situation.
机译：2020年冠状病毒流行病导致的流动性限制的影响改变了四个欧洲地区（斯德哥尔摩，鲁汶，格勒诺布尔和巴塞罗那）的智能城市的所有计划活动，其中大多数非欧洲学生。此外，主计划有特定的活动，学生在三个欧洲城市（巴塞罗那，安特卫普和阿姆斯特丹）一起加入。该响应是立即介绍具有两个相关教学创新的在线工具。第一个，沉浸式学习，解决了尽可能多地克服生活在无法访问的城市的经历。实施的解决方案已经设计成简单且成本低，以确保最大合理的价值。第二次创新一直利用大流行障碍，以发展为基于新方法的学习的挑战是学生积极担任定义挑战的作用，与他们的兴趣和动机保持一致，保持与公司和机构的联系创新与启动生态系统。这些创新的积极效果一直在增加学生的参与和动力，尽管存在困难。

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