Exploring competence development using project-based learning and real world problems - the case of the revised CAS programme in geoinformation systems (GIS) and analysis at ETH

Following a curriculum revision in the continuing education programme "CAS ETH in Geoinformationssysteme und -analysen" (German title; CAS ETH GIS for short), greater focus is now put on students applying knowledge acquired during the programme in a real world project. They work in teams to develop solutions to a problem they define on the basis of three case studies they choose one from. From a didactic perspective, this project-based-learning (PBL) should not only deepen subject-specific knowledge, but also strengthen method-specific knowledge (e.g. project management) as well as social and personal skills (e.g. joint problem solving). In order to recognise changes in terms of competence development, we conducted interviews with graduates before and after the curriculum revision and evaluated these with the help of a semantic content analysis. Furthermore, the programme coordinator assessed feedback from students and the change in the quality of project work students had handed in. We are pleased with the results of the analysis of the interviews. Graduates mention that they acquire important technical (e.g. GIS methods and processes) as well as data-analytical and project methodological skills and are able to link these in a problem-solving orientated way. They also acquire the necessary basic GIS knowledge. These findings also seem to be confirmed by the feedback from graduates and the review of the final results of the project work. The interviewees also describe that the application of what they have learned has sufficient weight in the programme and that they experience the project-based learning in teams as valuable and conducive to learning. The optimisations of teaching in the modules seems to strengthen the application in the projects. Sufficient freedom to organise their own learning during the projects also appears to favour the learning process. We also find indications in the data that the adapted curriculum enables students to use and strengthen their self-efficacy in learning. This paper illustrates how PBL can create value in a continuing education programme and how the associated competence development can be made visible. The results of the empirical work encourage us to monitor developments in future cohorts in order to further optimise the programme.