Bonsai Fridays: Cultivating Long-Term Skills Beyond Challenge-Based Learning Cycles

Author Information

Ronnie Paskin, Pontifical Catholic University of Rio de Janeiro, Brazil
Ricardo Venieris, Pontifical Catholic University of Rio de Janeiro, Brazil
Guilherme Toledo, Pontifical Catholic University of Rio de Janeiro, Brazil
Debora Cardador, Pontifical Catholic University of Rio de Janeiro, Brazil
Flora Nolasco, Pontifical Catholic University of Rio de Janeiro, Brazil
Rafael Nasser, Pontifical Catholic University of Rio de Janeiro, Brazil

Abstract

This paper addresses a recurring issue when applying Challenge-Based Learning (CBL) in the development of digital products: the limited lifespan of solutions developed during the “Act” phase precludes students from developing a broader range of competencies that require longer sustained effort and iteration. To address this, we propose and evaluate “Bonsai Fridays,” a novel pedagogical approach in which students revisit and iterate on past CBL solutions. This study investigates whether sustained engagement with the output of previous challenges can extend the impact of the “Act” phase, enhance student ownership of their work, and foster long-term skill development. Drawing on established CBL principles (emphasizing real-world problem-solving and action-oriented learning), this study examines how “Bonsai Fridays” promotes the development of student competencies in areas such as marketing, coding, design, and process, that would demand long CBL cycles. It further explores whether this approach increases students' accountability for their solutions by incorporating iterative improvements such as debugging, optimization, and marketing strategies, within a context of active learning and spaced practice for skill retention. The methodology used in this study includes a literature review of CBL in higher education and an evaluation of “Bonsai Fridays” through case studies involving 8 student-developed applications revisited by 40 students over 10 weeks. Findings highlight the benefits and challenges of this extended CBL approach, including its potential to deepen learning outcomes and sustain student engagement. The paper concludes with recommendations towards maximizing educational impact and preparing students for real-world challenges.

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• Category: Teaching Experiences, Pedagogy, Practice & Praxis

Posted by James Alexander Gordon

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