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project-based learning in Geotechnics: cooperative versus collaborative teamwork

EUROPEAN JOURNAL OF ENGINEERING EDUCATION 2016年第1期41卷 70-90页

作者： Pinho-Lopes, Margarida Macedo, Joaquim Univ Southampton Fac Engn & Environm Southampton SO17 1BJ Hants England Univ Aveiro Dept Civil Engn P-3810193 Aveiro Portugal Univ Aveiro RISCO P-3810193 Aveiro Portugal

Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students' perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate.

关键词： project-based learning Geotechnics cooperative collaborative group work

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project-based learning in a Mechanical Engineering Course: A new proposal based on student's views

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INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION 2022年第4期50卷 767-804页

作者： Barbosa, Flavia, V Lobarinhas, Pedro A. M. Teixeira, Senhorinha F. C. F. Teixeira, Jose C. F. Univ Minho Dept Mech Engn P-4800058 Guimaraes Portugal Univ Minho Dept Prod & Syst Guimaraes Portugal

The evolution of learning in higher education is nowadays evident. Several discussions and studies have been performed about new methodologies that can disrupt the way the classes are taught in universities. In this context, project-based learning (PBL) is the most emphasized. In the Mechanical Engineering course at the University of Minho (UM), the Integration project (IP) courses apply a PBL methodology, being these classes the differentiating element of the Integrated Master in Mechanical Engineering (IMME) compared with other Portuguese universities. However, even if the innovative aspect of this approach is recognized nationally, the opinions between students and Professors, about the structure and organization of this class, are still divided. In that sense, this work presents a new proposal for the IP courses in which the opinion of students and successful models implemented in international universities are considered. This study analyses the best PBL methodologies implemented in Engineering courses and presents a PBL model actually implemented at the IMME. This information is combined with the student's views obtained from a survey conducted at the Department of Mechanical Engineering (DEM), regarding the actual PBL model. Through this study, a new proposal for the IP courses is presented. This proposal intends to provide an effective answer to the necessity of the students, using successful tools and methodologies to improve the teaching and learning process in the IMME course. Through this proposal, it is expected to increase the learning process and motivation of the students making them better prepared for a productive profession.

关键词： Higher education integration projects mechanical engineering project-based learning

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project-based learning applied to spacecraft power systems: a long-term engineering and educational program at UPM University

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CEAS SPACE JOURNAL 2018年第3期10卷 307-323页

作者： Pindado, Santiago Cubas, Javier Roibas-Millan, Elena Sorribes-Palmer, Felix Univ Politecn Madrid Inst Univ Microgravedad Ignacio Da Riva IDR UPM ETSI Aeronaut Pza Cardenal Cisneros 3 E-28040 Madrid Spain

The IDR/UPM Institute is the research center responsible for the Master in Space Systems (MUSE) of Universidad Polit,cnica de Madrid (UPM). This is a 2-year (120 ECTS) master's degree focused on space technology. The UPMSat-2 satellite program has become an excellent educational framework in which the academic contents of the master are trained through project-based learning and following a multidisciplinary approach. In the present work, the educational projects developed and carried out in relation to spacecraft power systems at the IDR/UPM Institute are described. These projects are currently being developed in the framework represented by the aforementioned MUSE master's program and UPMSat-2.

关键词： Spacecraft power systems MUSE UPMSat-2 IDR/UPM project-based learning

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project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation

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SMART AND SUSTAINABLE BUILT ENVIRONMENT 2024年第4期13卷 828-855页

作者： Gunarathna, Chathuri Yang, Rebecca Mudiyanselage, Pabasara Amarasinghe, Gayashan Samarasinghalage, Tharushi Weerasinghe, R. P. Nilmini Zhao, Hongying Zhang, Chaoxiang Liu, Chengyang Wang, Kaige Jayakumari, Sujan Dev Sureshkumar RMIT Univ Sch Property Construct & Project Management Solar Energy Applicat Lab Melbourne Australia Univ Moratuwa Dept Comp Sci & Engn Moratuwa Sri Lanka

Purposeproject-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills ***/methodology/approachThis study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related *** reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context ***/valueA clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

关键词： Construction digitalisation Education Postgraduate students Proactive skills development project-based learning Self-reflection

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project-based learning and student knowledge construction during asynchronous online discussion

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INTERNET AND HIGHER EDUCATION 2010年第4期13卷 284-291页

作者： Koh, Joyce Hwee Ling Herring, Susan C. Hew, Khe Foon Nanyang Technol Univ Natl Inst Educ Learning Sci & Technol Acad Grp Singapore 637616 Singapore Indiana Univ Sch Lib & Informat Sci Bloomington IN 47405 USA

project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration;students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed. (c) 2010 Elsevier Inc. All rights reserved.

关键词： Community of inquiry model Cognitive presence Knowledge construction project-based learning Online discussions

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project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

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COMPUTERS IN HUMAN BEHAVIOR 2017年第Mar.期68卷 501-512页

作者： Basilotta Gomez-Pablos, Veronica Martin del Pozo, Marta Garcia-Valcarcel Munoz-Repiso, Ana Univ Salamanca Dept Didact Org & Res Methods Fac Educ Paseo de Canalejas 169 E-37008 Salamanca Spain

In this article, we highlight the opinions given by teachers at different schools in Spain with regard to project-based learning (PBL). The teachers in question have been involved in various projects that incorporate digital technologies. Our data collection was based on a questionnaire that was constructed and validated by us. The questionnaire was applied to a sample of 310 teachers. The results obtained reveal a positive evaluation of this methodology. The majority of teachers indicated that the projects promoted active participation by students (95%), motivated them to learn (96%) and helped them to acquire various curricular skills (90%). Nevertheless, teachers found some difficulties in the implementation of PBL in schools. These included a lack of support from school management teams (33%) and inadequate provision of technological tools (34%), which impeded the carrying out of some tasks. Our inferential analyses revealed significant differences based on teachers' sex and years of experience with regard to the use of PBL methodology. Male teachers have more favourable opinions about school contextualization and the teacher's role (p < 0.05). Teachers with more years of experience have more favourable opinions for all variables (school contextualization, project characteristics, teacher's role, tools used, student's role, and results obtained). (C) 2016 Elsevier Ltd. All rights reserved.

关键词： project-based learning Teachers Digital technology Education Collaborative learning Skills

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project-based learning Technology: An Example in Programming Microcontrollers

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2020年第11期15卷 218-227页

作者： Nurbekova, Zhanat Tolganbaiuly, Talant Nurbekov, Bahyt Sagimbayeva, Ainur Kazhiakparova, Zhadira LN Gumilyov Eurasian Natl Univ Inst Digitalizat Nur Sultan 010000 Kazakhstan LN Gumilyov Eurasian Natl Univ Dept Informat & Informat Secur Nur Sultan 010000 Kazakhstan LN Gumilyov Eurasian Natl Univ Fac Mech & Math Nur Sultan 010000 Kazakhstan Abay Kazakh Natl Pedag Univ Dept Informat & Informatizat Educ Inst Math Phys & Informat Alma Ata 050000 Kazakhstan West Kazakhstan Innovat Technol Univ Dept Nat Sci Disciplines Uralsk 090000 Kazakhstan

This article presents the technology of the organization of project-based learning in programming microcontrollers based on the faculty of information technology L.N. Gumilyov Eurasian National University. based on the analysis of scientific, methodological and normative articles, a structural model of the organization of the project-based learning in programming microcontrollers was developed. The processes of project development life cycle and the role of each member of the project team were described by stage. In the process of developing the project, students faced various challenges and found ways to solve them. As a result of the project-based seminars, the participants learnt to apply theoretical knowledge to solve real world problems in practice and received an unforgettable experience working in team.

关键词： project-based learning Arduino microcontroller projects programming microcontrollers

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project-based learning in "Practical Development of Electronic Systems" Course, Weaknesses and Strengths in the Context Imposed by the COVID-19 Disease

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2021年第2期16卷 194-203页

作者： Manuel Hernandez-Mangas, Jesus Arias Alvarez, Jesus Univ Valladolid ETSI Telecomunicac Dept Elect & Elect Valladolid 47011 Spain

We present the development planning of the subject "Practical Development of Electronic Systems" using the project-based learning strategy. The planning stages include: project specification;electronic design and schematic capture;the design and manufacture of printed circuit boards;the implementation, simulation and debugging of the firmware;the assembly, verification and characterization of the hardware;and finally the project documentation. All of this describe the main stages of engineering from the first sketch to the final and complete realization of a portable game console. The initial project seeks to make a video game console, compatible with games of a computer from the 80s: the Sinclair ZX Spectrum. Plan B involves the realization of a video game in native mode as a consequence of the difficulty of completing the initial objective in the duration of the subject. Students motivation, obtained with the project-based learning method and the project proposal, is very high. In addition, a SWOT analysis of the adaptation to synchronous telematic teaching is carried out, within the context given by the recent COVID-19 pandemic. As conclusions we want to say that, despite not having been able to carry out the physical and face-to-face development stages of the project included in the initial planning, motivation remained very high, without dropouts, and the project was ended by all.

关键词： project-based learning electronic systems engineering microcontrollers SWOT analysis

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project-based learning in Green Electrochemistry for Undergraduates: An Efficient Synthesis Route of a Natural Product

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JOURNAL OF CHEMICAL EDUCATION 2023年第2期100卷 689-696页

作者： Liu, Ru-Xin Xiong, Feng Chen, Chao Ding, Tong-Mei Zhang, Shu-Yu Shanghai Jiao Tong Univ Shanghai Key Lab Mol Engn Chiral Drugs Shanghai 200240 Peoples R China Shanghai Jiao Tong Univ Sch Chem & Chem Engn Shanghai 200240 Peoples R China

project-based learning is widely used in organic laboratories. This goal-oriented and inquiry-based learning model complements student-centered training. Such models focus on complicated issues or real-world problems on the frontier of chemistry. Students progress through three project phases: preproject, during the project, and postproject. Herein, we combined organic synthesis, electrochemistry, and green chemistry to improve students' understanding of organic reactions and mechanisms and exposed them to a new method of organic synthesis, which is electrochemistry. Moreover, we integrated the concept of green chemistry into the study of organic chemistry, and student assessment indicated substantial improvement in the understanding of this concept. Students designed a simple electrochemical reactor and accomplished the synthesis of (+/-)-muscone. Meanwhile, student competencies were comprehensively improved. The project included a literature review, experimental procedures, and essay writing. Overall, responses from students regarding the project experience were highly affirming.

关键词： Upper-Division Undergraduate Organic Electrochemistry project-based learning Organic Laboratory Muscone

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project-based learning Example: Controlling an Educational Robotic Arm With Computer Vision

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2013年第3期8卷 135-142页

作者： Palleja Cabre, Tomas Teixido Cairol, Merce Font Calafell, Davinia Tresanchez Ribes, Marcel Palacin Roca, Jordi Univ Lleida Robot Lab Lleida 25001 Spain

This paper describes a project-based learning case example developed at the University of Lleida, Spain. This proposal was addressed to third-year engineering students and combines knowledge from computer vision and robotic control to complete an automation project task. The learning target was to develop a computer vision system that must detect a small object placed randomly on a target surface and control an educational robotic arm to pick it up and move it to a predefined destination. The educational results of this experience have shown that the development of a practical-learning case based on the combination of computer vision and robotics has increased the motivation of the students and improved the assimilation of theoretical concepts.

关键词： project-based learning computer vision robotic arm practical-learning

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