Exploring Innovative & Disruptive Technologies
A reflection from Module Coordinator Charlie Xu
The module "Exploring Innovative & Disruptive Technologies" is a Challenge-Based Learning (CBL) module delivered annually from September to December in the School of Computing. With approximately 70 participants each year, the cohort includes students from DCU’s BSc Computing for Business and BSc Psychology and Disruptive Technologies, as well as online international students from ECIU partner universities. The module explores real-world challenges aligned with the UN Sustainable Development Goals (SDGs), encouraging multidisciplinary teamwork and collaboration with external stakeholders to propose practical, technology-driven solutions.
The CBL framework encouraged students to explore and propose solutions to real-world challenges. Teams were formed around shared SDG themes and tasked with developing innovative solutions. Weekly expert-led seminars covered diverse technological advancements such as IoT, Blockchain, Metaverse and AI, providing the foundational knowledge for students to ideate and refine their solutions. Weekly peer and instructor feedback sessions facilitated an iterative process of learning and improvement.
One unique aspect of this module was the diversity of student projects, which highlighted the creativity and practical problem-solving skills of the participants. Weekly updates and feedback from peers and instructors were essential in refining ideas, tracking team progress and fostering a comprehensive understanding of the societal, ethical and psychological implications of the proposed solutions. Many students appreciated the student-led aspect of the module. For example, one student commented, “I have enjoyed this module, especially because it takes the challenge-based learning approach.”
Students proposed thoughtful solutions, such as technology for improving maternal health, educational games promoting sustainable energy habits, platforms simplifying access to agricultural subsidies, applications encouraging sustainable fashion consumption. These projects showcased creativity and the application of innovative and disruptive technologies to real-world challenges.
For example, the group proposed a solution encouraging sustainable fashion consumption, which impressed the expert panel assessing the student artifact presentations. The solution is a browser extension that helps users make mindful shopping decisions by using behavioral nudges and gamification to reduce impulse buying and promote environmentally friendly choices. It is very relevant to a current real-world problem and is practical and innovative, comparable to commercialised solutions available today.
The final artifact presentations by teams followed by expert panel feedback, and interactive oral assessments, stood out as key highlights. The CBL approach along with IO assessment not only celebrated the creativity and dedication of the students but also allowed them to articulate the value and impact of their work, while enhancing academic integrity in the assessment process. The diversity of ideas and cultural perspectives within the cohort enriched the learning experience, fostering cross-cultural and disciplinary collaboration and producing solutions with a global perspective. This module successfully equipped students with the skills and mindset to thrive in an increasingly complex and technology-driven world.