How Does Challenge-Based Learning Support Students with Open-Ended Projects?

Tired of pre-defined problems stifling student creativity? This article explores how letting students define the challenges in project-based learning unlocks deeper engagement and diverse learning pathways.

Who is Kim Flintoff?

Kim Flintoff is a provocateur, professional leader, education futurist, researcher, educator, catalyst, and co-founder of STEM4Innovation. Over forty years, he has gained experience in various fields, becoming a sought-after speaker on educational transformation. Previously, he was a high school drama teacher and Learning Futures Advisor at Curtin University. Now, he engages in global advisory roles and works with the Innovation Design Entrepreneurship Academy in Western Australia. Kim has co-founded several educational initiatives, focusing on the impact of educational networks. Recognized with numerous awards, he continues to contribute to educational innovation and sustainability worldwide.

This article is written by Kim Flintoff, an expert in challenge-based learning. He discusses the importance of students identifying problems themselves to enhance their learning experience.

Reflecting on Challenge-Based Learning and Its Limitations

I’ve been thinking a lot about challenge-based learning lately. I think it’s important to have a variety of perspectives involved in the learning process. For example, back in the 90s when I taught Drama, even putting on plays became project-based. Students didn’t follow a set script – they figured things out for themselves, solved problems, and thought creatively.

This experience made me curious about project-based learning materials. However, some of them might actually limit learning opportunities. My biggest concern is when teachers pick the exact problem the students need to solve. In my opinion, figuring out the problem itself is the most important part of challenge-based learning. If the teacher tells students exactly what’s wrong, they miss out on the complexity and how different parts work together – both of which are key ingredients for a great learning experience!

Effective Challenge-Based Learning and the Importance of Grappling with Problems

This example brings to mind a fantastic Year 2 teacher. She wasn’t satisfied with the typical “plant a bean and watch it grow” science experiment. Instead, she wanted a more interdisciplinary challenge that incorporated STEM concepts. So forget the usual seed and instructions – she started with a big question: “How can we fight world hunger?”

Through Socratic questioning, the students explored the root causes of world hunger. They weren’t explicitly following the design thinking process, but they were definitely in the discovery phase. They identified food production as a key factor, leading them to explore better ways to grow crops. This of course involved planting seeds! But the approach created a much deeper interest and motivation. They weren’t just learning about plants – they were invested in finding solutions to a real-world problem. They felt a responsibility to the people affected by hunger, and their success or failure in learning would impact millions.

This is a powerful reminder that when we try to simplify learning for any reason, we shortchange our students. We take away their chances to be deeply engaged and to feel responsible. As a result, we end up with something not much different from traditional passive learning methods. The real magic of learning happens when students grapple with the problem first. There’s a famous quote often attributed to Einstein that perfectly captures this importance:

The Danger of Superficial Solutions and Current Teaching Practices

Many solutions in challenge-based learning are just guesses. Without truly understanding the issue, solutions often miss the mark. They don’t consider the complex web of factors that create and maintain the problem.

Focusing solely on the quantity of ideas – how many ideas are on those sticky notes – instead of a deep understanding can lead to bad solutions. These solutions might be irrelevant, disrespectful, even dangerous. I often use the Cane Toad as an example. They were brought to Queensland to control cane beetles, but without a solid understanding of the complex ecosystem there. This “solution” created far more problems than it solved!

In establishing the TIDES initiative I offered a wide range  learning activities for over 300 students each week. These activities focus on helping students learn, think about systems and design, connect globally, collaborate, and create different solutions for various situations. Each group works together to define and tackle a specific challenge, and no two groups have exactly the same problem. Some challenges are similar and overlap, but interestingly each team is progressing at its own pace.

Organizing Learning Activities with Low Floors, High Ceilings, and Wide Walls

To keep things organized, there are a few limitations in place. These include deadlines, presentation formats, and any outside requirements for recognition.

This approach is inspired by a concept called “low floors, high ceilings, and wide walls” from educational technology experts Seymour Papert and Mitch Resnick. I’ve adapted this idea to create a learning environment where everyone can start easily (low floors), aim high (high ceilings), and explore different paths (wide walls) to reach their goals.

When it comes to educational technology, Seymour Papert stressed two key features: “low floors” and “high ceilings.” He believed effective tools should be easy for beginners (low floor) but also allow for complex projects as skills grow (high ceiling). But there’s more to the picture! Mitchel Resnick adds the concept of “wide walls.” It’s not just about one path from beginner to advanced; we need options for students to explore different routes along the way (wide walls).

Embracing Generative Play and Challenges in School Organization

This approach often leads to messy, unpredictable classrooms – but they’re also immersive and engaging! These environments are best understood by experiencing them firsthand. About 20 years ago, I started calling this “generative play.” It captures the open-ended, playful, and boundless learning process. Students delve into deep, immersive inquiry, embracing the fun and ever-changing nature of learning. They actively participate, creating new directions and methods as they progress.

However, a major challenge remains. Schools often organize teaching and assessments in ways that hinder meaningful learner engagement. Administrative tasks, reports, results, schedules, limited content, marketing, and rankings can push aside genuine learning.

Looking Forward to the Future of Challenge-Based Learning

In my current professional learning program, I’m looking for these elements to be present. I hope we avoid becoming restricted “students” and instead are unleashed as “learners.”

Original writing can be found here.