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This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration. [ABSTRACT FROM AUTHOR]

It is a long and winding road from invention to innovation. Starting from this observation, this paper presents a historical perspective on the capabilities engineers should possess to do their work. The importance of the ‘communicative competence’ involved in creating a social base for innovation is underpinned. We will present a theoretical framework with regard to engineering and society and argue that this competence requires a good understanding of the social dynamics of technology as well as the ability to communicate on the level of facts, values and emotions. Three particular skills are extensively discussed: orientation on the future and the abilities involved in dialogue and cultural differences. We will argue that engineers can develop this new competence through project learning. [ABSTRACT FROM AUTHOR]