Tools to empower learners in Challenge-Based and Design-Based Learning projects

The paper investigates how tangible tools can empower learners to become self-directed in Design-Based Learning (DBL) and Challenge-based Learning (CBL) activities. DBL and CBL encourage collaborative learning and students' autonomy by offering project openness and enabling the development of self-directed learning skills. However, this autonomy introduces challenges related to managing uncertainty and maintaining control. Key components in handling these challenges involve goal setting, planning, and reflection. Based on literature research a set of qualities of CBL and DBL, important for developing self-directed learning, are presented. The paper examines how tools can support process monitoring, and cultivation of reflective learning practices. Three design cases are presented, each offering unique strategies to support self-directedness. Having been developed by design students, the designs incorporate input from interviews, co-creation sessions, user observations, and expert validation. Key takeaways include the role of tangibility in realizing sharing, openness, and guidance, in making explicit communication of implicit concepts.