January 15th, 2009 by Robin Green
Among the first Global Challenge team winners was Michael Gibson. He worked with Chinese and American students in a science learning system to develop a 30-page business proposal for a car with an engine on each wheel, which would reduce friction and enhance efficiency.
Talking to the Christian Science Monitor, Gibson recalled: “There were times when you were like, uh, I don’t know about this–there’s so much to do.” But then his team found out that real engineers were actually working on a similar car model. “We thought, ‘Hey, that wasn’t so dumb!’”
Domenico Grasso, dean of the University of Vermont’s engineering school, notes the importance of the cross-cultural cooperation aspect of the Global Challenge learning system. It helps students to “look at working with our colleagues overseas, instead of seeing them as a nemesis,” he explains. The Global Challenge project is an example of how 21st century skills should be applied: with incentives for students to get excited about solving problems. Fancy tools won’t do it alone.
January 14th, 2009 by Robin Green
The Global Challenge learning system includes several project areas. While some are designed especially for teams, others may be completed by individual students. Students have the option to form a team to compete in one competition while working on individual points as well. The Global Business Plan requires an international team to envision a global solution, create a detailed business plan, and submit it for judging.
The Technical Innovation Plan also requires an international team to envision any kind of technical solution and explain it to a panel of judges. The STEM explorations is a learning system in which students work on their own science, technology, engineering and math units of study called “challenges.” Green Earth Corps is a team or individual learning system in which students build a home and business auditing service. Quantum videos is a team or individual option, while UVM Design TASC requires a local team and teacher.
January 14th, 2009 by Robin Green
How does the Global Challenge learning system work? It uses game based learning, simulation, and web-based science resources to create international teams who compete to solve a science-related problem. Students are expected to use their personal initiative and work together in diverse teams to solve problems.
Just like open source learning management systems, the free, open access nature of the Global Challenge learning system makes it possible for all kinds of interested parties to get involved. This includes not only students but parents, homeschooling families, teachers and global community members to get involved in order to help young people with their innovative ideas in conservation, increased productivity and renewable energy.
The project has certainly grown. In its piloting year of 2005 it 13 two-person teams, which were each responsible for finding an adult mentor and two teammates in either China or India. Since then, the Global Challenge has reached over 100,000 people worldwide and engaged over 4000 students from 60 countries.
January 14th, 2009 by Robin Green
The Global Challenge is an online science learning system for pre-college school students (ages 14-17) from all over the world. The project brings high school students together to engage in an interactive and truly global learning system, forming teams with international counterparts in other countries to work towards a solution to mitigate global warming.
The model for the Global Challenge project had a number of influences, including not only DeLuca’s epiphany about the state of the US job market and learning systems but also ideas from the Partnership for 21st Century Schools and the George Lucas Foundation’s Big Ideas for Better Schools.
Besides the excitement of the competition, there are other incentives. Top performers are awarded college scholarships of up to $5,000 once they enroll in a science- or math-related major. Since its founding in 2005, about $200,000 in scholarships, travel, and summer study have been awarded to over 200 students from ten countries.
January 13th, 2009 by Robin Green
Leon Battista Alberti said it best: “A man can do all things if he will.” Educators and organizations that apply 21st century skills in their learning systems demonstrate this fact. All over the world schools and organizations are using online tools and LMSs to encourage students to work together to solve environmental and societal problems.
One unique learning system that sprang from such concepts is the Global Challenge. Its co-founder, Vermont-based management consultant Craig DeLuca, had an epiphany one long weekend after a series of events. He read Tom Friedman’s “The World is Flat”; a client of his decided to outsource certain components of its operation; and his local school board proposed postponing the purchase of new science textbooks because of budget constraints.
DeLuca became concerned about America’s learning systems and future prosperity, and proposed his ideas to his Arno Group colleague in 2005. Thus, the Global Challenge project was born. (See the next post.)
January 12th, 2009 by Robin Green
By encouraging students to memorize information and pass tests, too often American learning systems also discourage students to think creatively and critically. This style has not only contributed to the lack of competitiveness in American learning systems and workplaces, but it’s lacked the kind of energy that creates enthusiasm for learning and a sense of pride and satisfaction in solving real life problems.
American learning systems therefore produce graduates whose attitude is not one of excitement about their fields, but of acceptance that they need a good job in order to succeed financially.
Global Challenge project founder Craig DeLuca said it best: “Young people in America need to be excited about the challenges of life, and not just the benefits of a good life.”
