The Nexgen Bike project is a multidisciplinary academic initiative that originated at Challenge Based School located at the European University in Madrid. Its objective is to create a bioplastic accessory for bicycles while tackling the issue of sustainability in urban vehicles. This endeavor arose as a response to the need for more environmentally friendly and efficient solutions concerning urban transportation.

Under the framework of Challenge Based Learning, several students from different faculties and subjects such as Biotechnology, Administration and Business Management, Design, Marketing, and Advertising work together to develop the final product. The purpose of this project is to enhance learning by experimenting and applying the skills and knowledge acquired throughout the academic course.

The project is divided into various sequential and collaborative stages:

The Biotechnology students research the process of obtaining bioplastic from lactose and organic waste from juice, taking the results to the laboratory for the physical manufacture according to the studied process. Once the bioplastic is obtained, Engineering students carry out temperature, elasticity, traction, and stability tests in the Destructive Testing laboratory to assess the material according to the official regulations for the commercialization and use of bioplastic. This phase guarantees that the developed accessories meet the necessary quality and safety standards.

The Design students work on creating prototypes and renders of the accessories, considering both functionality and aesthetic. Working under the Marketing team's guidance, who analyze the market and determine which types of accessories would be more viable and attractive to the target audience. Additionally, they are responsible for developing communication and branding strategies to promote the bioplastic accessories, highlighting their sustainable advantages and contribution to ecological urban transportation. Finally, the Advertising and Communication team develops the visual and communicational identity of the product launch.

In summary, the Nexgen Bike project represents a collaborative multidisciplinary effort to address the sustainability issue in urban transportation through the development of bioplastic accessories for bicycles. By integrating knowledge and skills from different areas, we aim to promote a more eco-friendly and efficient alternative in the field of urban mobility.

Challenge Based Learning

The framework for Challenge Based Learning (CBL) is collaborative and practical, aiming for all participants including students, teachers, families, and community members to identify Big Ideas, ask good questions, discover and solve challenges, acquire a deep understanding of the subject matter, develop 21st-century skills, and share their thoughts with the world (Johnson & Adams, 2011).

CBL is based on three main phases: the "big idea," the "essential question," and the "challenge." The "big idea" is a broad concept that is relevant to students and their community. The "essential question" is a question that does not have a right or wrong answer, but serves to guide student research and learning. Finally, the "challenge" is a task that requires students to apply what they have learned to develop a solution to a real problem (Apple Inc., 2019, Challenge Based Learning Framework).

Challenge Based Schools (CBS) are educational institutions that implement CBL methodology in their curriculum. CBS are led and organized by administrators, teachers, and students who work together to implement and adapt the CBL approach to their specific needs.

Implementing CBL in CBS involves a learning structure in which students are the protagonists of their own educational process. Educators act as facilitators, providing guidance and support to students as they explore topics and develop solutions. This allows students to take ownership of their learning, which can increase their motivation and engagement (Nichols & Cator, 2018).

At a broader level, CBS can be organized and led by school districts, governments, non-governmental organizations, and other educational entities interested in promoting challenge-based learning. These organizations can provide the necessary support and resources to implement CBL, including teacher training, technology and other resources, and the creation of a learning environment that fosters collaboration and creativity.

In summary, CBL and CBS represent an innovative and student-centered educational approach that can foster deep and meaningful learning. By involving students in the resolution of real-world problems, these methodologies can help develop skills and competencies that are relevant to the 21st century.

References:

- Apple Inc. (2019). Challenge Based Learning Framework.

- Johnson, L., & Adams, S. (2011). Challenge Based Learning: The Report from the Implementation Project. Austin, Texas: The New Media Consortium.

- Nichols, K., & Cator, K. (2018). Designing Schools for Meaningful Learning. In J. McLeod & D. Shareski (Eds.), Different Schools for a Different World (pp. 69-94). Solution Tree Press.

On December 4, 2016, an article was published on BBC News Mundo titled "Are lectures becoming obsolete in universities?" by M. Pickles. The article examines whether traditional lectures, where a professor stands at the front of a classroom and lectures to a large group of students, are still relevant and effective in today's education system.