This call is now closed. Call for contributions: “Learning through projects”

2023-11-16

Society requires scientifically literate citizens as well as practice experts (OECD, 2019) to deal with the challenges of the 21st century. University education plays a central role in addressing this concern. How can universities help students prepare for the challenges of the future? Student-centred approaches to teaching promote the development of a diverse set of skills and competencies. Anderson & Krathwohl (2001) categorise knowledge into four different types: (1) factual, (2) conceptual, (3) procedural, and (4) metacognitive knowledge.

ETH Zurich and many other universities are currently promoting project-based education in curricula. “[…] in Project-based Learning, students […] produce an artefact to demonstrate their mastery of content, in Problem-Based Learning, students […] present a solution to a[n] […] authentic problem. […] It has been argued that Problem-based Learning is [… ] a subset of Project-based Learning in the sense that one way an instructor can frame a project is by asking students to solve one or many problems.”[1]

In its upcoming issue, the ETH Learning and Teaching Journal will provide a platform for the presentation and critical discussion of teaching and learning projects and initiatives with a specific focus on the practice of  “learning through projects” at ETH Zurich.

We invite practitioner contributions to present existing and planned teaching and learning initiatives along one or several of the following questions:

  • How are project settings designed and integrated in curricular courses, special projects or other educational formats?
  • How is project-based education integrated in the curricula of study programmes?
  • Which skills and competences do students develop in project-based settings – in a specific discipline and beyond?
  • How do students contribute to project-based education? Which roles or responsibilities do they assume?
  • What is the role of teaching faculty and teaching teams in project-based settings?

 

Call for contributions: proposal submission

This call for contribution invites proposal submissions by 1 March 2024 (extended deadline) which outline your submission plans along the following questions:

  • What will you find out about, discuss or argue in your paper? How is this important for teaching and learning?
  • What is the specific question you want to address?  How will you find out about this question?
  • Which evidence or literature will inform your paper?

Individuals and associations, teaching teams and study programme coordinators are warmly invited to contribute empirical and analytical articles on current or planned teaching and learning initiatives focusing on “learning through projects”.

 

Timeline

Submission of proposal: 1 March 2024 (extended deadline)

Information of acceptance: April 2024

Submission of complete article: Fall 2024

Publication: first quarter 2025

 

Submission information

  • Proposal: In the first instance, please prepare a proposal (max. 500 words) along the questions described above.
  • Define a corresponding author as the person to be contacted by the editors throughout the entire publication process. This person will need to create an account with the journal by registering through the website. 
  • Once your proposal has been accepted you will be invited to submit a full article (max. 5’000 words).
  • Submission types and review criteria for complete articles can be found on the journal website.

 

Contact

Issue editors: Dr. Florian Rittiner, Dr. Pia Scherrer, Dr. Benno Volk

If you have questions regarding your contribution or the journal, please contact journal@let.ethz.ch.

 

References:

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.

Dirsch-Weigand, A., Hampe, M. (2018). Interdisziplinäre Studienprojekte gestalten. W. Bertelsmann Verlag, Bielefeld.

OECD (2019). OECD Future of Education and Skills 2030. OECD Learning Compass 2030. Retrieved from: https://www.oecd.org/education/2030-project/teaching-and-learning/learning/
learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf

Servant-Miklos, V. (2020). Problem-oriented Project Work and Problem-based Learning: "Mind the Gap!" The Interdisciplinary Journal of Problem-based learning, 14 (1). Retrieved from: https://scholarworks.iu.edu/journals/index.php/ijpbl/article/view/28596

Sukacke, V.; Guerra, A.O.P.d.C.; Ellinger, D.; Carlos, V.; Petroniene, S.; Gaižiunien˙ e, L.; Blanch, S.; Marbà-Tallada, A.; Brose, A. Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability 2022, 14, 13955. DOI: https://doi.org/10.3390/su142113955

 

[1] Project-Based Learning vs. Problem-Based Learning: https://www.uvu.edu/otl/resources/group_work/pbl.html