Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method

Abstract

This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of "sheet metal parts turnover protection optimization" to explore the application effect of "DBL + OBE" and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of "DBL + OBE", the second study used the topic of "production line balance" to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students' interest in learning, cultivate students' team spirit, improve students' innovation ability, practical ability and problem solving ability, and cultivate "innovative talents" needed in the new era.

Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration

“…In the process of designing works, learners could apply the concepts learned in class to design works, and reflect their work through a series of hands-on activities (Elder & Paul, 2008;Kalelioǧlu, 2015;Tsai, 2019). Zhang et al (2021) found that students better understood what abilities had been acquired and what abilities they should pay attention to in the process of DBL. This kind of outcome-based education was helpful for students to set learning goals.…”

“…The traditional computer teaching model is mainly carried out through teachers' lectures and students' passive listening, supplemented by repeated exercises to improve learning performance (Tsai, 2019). However, this passive learning process makes it difficult for students to think flexibly and apply what they have learned (Zhang et al, 2021). This knowledge transfer using the unidirectional scholar on the stage approach has been challenged (Hartwell et al, 2017).…”

“…People's working tasks in a real environment are often presented in the form of projects, and it is suggested that school education regard project learning as one of the ways to cultivate related abilities (Lin, 2018). The focus of project-based learning or DBL is that students learn in an inquiry-based learning environment so that they can use interdisciplinary knowledge to solve various problems (Hathcock et al, 2015;So et al, 2018;Zhang et al, 2021).…”

Desenvolvimento De Projeto Integrador Das Disciplinas Finais De Engenharia De Produção Em Parceria Com Setor Empresarial

“…(2019) e de Zhang et al (2021), que confirmaram que abordagens baseadas em experimentações despertam o interesse dos alunos no aprendizado e aumentam, consequentemente, a qualidade das aulas.…”

Innovation of Art Design Education in the New Era

“…In China, the research on art design education started late, and there's a gap between domestic and foreign studies. In recent years, although domestic scholars have achieved fruitful results in terms of discipline positioning, curriculum setting, teaching mode, teaching method, and teaching quality evaluation of art design education [3], China's art design education has been deeply affected by the large-batch and fast-running Bauhaus schooling method, which has restricted the development of modern art design education in China [4].…”