2020 introduced many challenges for those teaching in Higher Education. For the academic year 2020/21, UCL moved to online delivery of all core teaching and UCL Engineering increased its student intake by nearly 50%. This has had a significant impact on the Integrated Engineering Programme (IEP), particularly its three first year core modules. (Mitchell et al., 2019, and 2021) One of the biggest impacts has been on the Engineering Challenges module, our introduction to team- based and interdisciplinary projects for first year undergraduates. Prior to 2020, this module consisted of two 5-week, hands on, team projects where students would research problems, propose solutions and build a basic prototype. To move online we had to attempt to replicate the design-build-test process as well as the in-class facilitation that is central to active learning approaches. An added complication was the scale of the cohort, consisting of over 1,000 students who were located around the world and had not previously met. To meet these challenges, our teaching team re-structured the module by introducing the use of simulation and collaborative tools, similar to those used in industry, and revised all the content to work as a blend of synchronous and asynchronous delivery. In this paper we will discuss our approach to teaching team-based project work online as well some of the conclusions and suggestions that we have come to.

Perspectives on putting a large scale first year interdisciplinary project module online.

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)