A Hands-on Project-based Mechanical Engineering Design Module Focusing on Sustainability

Joyce, Thomas J.; Evans, Iain; Pallan, William; Hopkins, Clare

doi:10.11120/ened.2013.00008

Cited by 22 publications

(26 citation statements)

References 23 publications

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“…This is further underscored by Helle, Tynjälä and Olkinuora (2006. p.293) who argue that PjBL allows learners to find solutions to problems "in their own idiosyncratic way", including having a say over "content, sequence and pacing". It has also been argued that the use of facilitated group work can foster pro-democratic behaviours such as decision-making within a group context (Frank & Barzilai, 2004;Joyce, Evans, Pallan, & Hopkins, 2013), particularly where an emphasis is placed on providing sessions on group decision-making techniques such as consensus, and majority voting (Frank & Barzilai, 2004).…”

Section: Project-based Learning As a Student-centred Pedagogical Apprmentioning

confidence: 99%

“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines

Harmer

Stokes

2016

Journal of Geography in Higher Education

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Choice may not necessarily be a good thing": student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines Harmer, NA Harmer, N. and Stokes, A. "Choice may not necessarily be a good thing": Student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines. AbstractProject-based learning (PjBL) is argued to foster a more democratic approach to education, particularly through increasing students' autonomy over their learning. This article presents the findings of research into students' views relating to autonomy over topic choice and group constitution during a series of trial interdisciplinary project-based learning activities with first year geography, earth and environmental sciences (GEES) undergraduates in a UK university. Semi-structured interviews with participating students and tutors, in addition to audio-recordings of staff-student discussion during student-led presentation sessions, formed the dataset analysed for this article. Findings suggest that while some degree of autonomy was welcomed, participants largely favoured prescription regarding research question and group membership. This has implications for the implementation of PjBL and its potential to foster democratisation within the GEES disciplines.

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Section: Project-based Learning As a Student-centred Pedagogical Apprmentioning

confidence: 99%

“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines

Harmer

Stokes

2016

Journal of Geography in Higher Education

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“…This process is, in itself, generative and that learning is reinforced when students teach each other. Project-based learning gives students the opportunity to develop their communication, problemsolving and team-working skills which will be relevant in their future careers (Joyce et al, 2013) (Thomas, 2000) (Hung, 2011). In project based learning (individual or group) method, the students feel empowered when they apply critical thinking to solve the problems.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Project Based Learning in Mechanical Engineering Education to Enhance Students' Interest and Enthusiasm

Chandrashekhar¹,

Menon²

2020

Journal of Engineering Education Transformations

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“…Mechanical engineering design (MED) deals with conceptualising, planning, optimising and communicating mechanical systems to do specific tasks [1]. The tasks are meant to satisfy specific needs as desired by Man.…”

Section: Introductionmentioning

confidence: 99%

Mechanical Engineering Design: Going over the Analysis-Synthesis Mountain to Seed Creativity

Kanyarusoke¹

2020

New Innovations in Engineering Education and Naval Engineering

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This chapter advocates and exemplifies a change in delivering mechanical engineering design (MED) to undergraduate students. It looks at, and critiques the current delivery mode which treats MED as an extension of Natural and Engineering Science, through its bias for analysis of existing systems. It is argued that even though students' innovativeness might be getting slightly enhanced, their creativity is stunted by the mode. So, is their understanding of how machines evolve from human needs, and of how non science related issues affect the evolution. A new teaching approach which attempts to align student thinking and learning activities with what exists in industrial MED is suggested. In this approach, human needs drive engineering problem formulation, which in turn, precipitates a synthesis of machines, mechanisms and constituent elements to satisfy the needs in a regulated environment. The regulation obeys laws of science but is mostly, 'Humanities'constrained. Creativity and innovation case studies are given, and it is shown how new machines can come into existence in the course of learning MED. This would be difficult in the current delivery mode. The new mode, of synthesis followed by iterative analysis, helps students build self-confidence and prepares them better for industry.

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A Hands-on Project-based Mechanical Engineering Design Module Focusing on Sustainability

Cited by 22 publications

References 23 publications

“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines

“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines

Implementation of Project Based Learning in Mechanical Engineering Education to Enhance Students' Interest and Enthusiasm

Mechanical Engineering Design: Going over the Analysis-Synthesis Mountain to Seed Creativity

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