Challenges of the Implementation of an Engineering Course in Problem Based Learning

Campos, Luiz Carlos de; Dirani, Ely Antonio Tadeu; Manrique, Ana Lúcia

doi:10.1007/978-94-6091-958-9_2

Cited by 8 publications

(6 citation statements)

References 3 publications

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“…The teaching methodology towards DBL allows students to acquire a range of skills, such as teamwork spirits, intercultural competences, internationalized communication, continuous self-learning, project and team management, ethical, social and environmental responsibilities, etc. Furthermore, the skills trained by PBL are also consistent with the professional capability of performing projects in an innovative way in real companies, such as building specialized and cooperative environments for innovations, developing fundraising projects for research using various financial supports, and seeking technological development and innovations [13].…”

Section: Advantages Of the International Dbl Pedagogy In The Engineer...mentioning

confidence: 75%

Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

et al. 2020

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

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Section: Advantages Of the International Dbl Pedagogy In The Engineer...mentioning

confidence: 75%

Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

et al. 2020

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“…Thus, it should be pointed out that both sides benefit from a partnership. As mentioned by Campos et al 40 "companies and engineering universities must go hand in hand to develop future candidates with the right skills". E-Learning.…”

Section: New Proposal For Integration Projectsmentioning

confidence: 99%

“…In that sense, faculty training is crucial to stimulate self-assessment and raise awareness about the skills that the students need to follow with success. 12,40 The faculty training proposal is based on several "teacher training" implemented all over the world, mainly: the course "Introducing Project-Based Learning in the classroom" conducted by Paslawski et al 59 and Zaidi et al 60 The main topics of these sessions are presented in Table 6…”

Section: Faculty Trainingmentioning

confidence: 99%

Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views

Barbosa

Lobarinhas

Teixeira

et al. 2022

International Journal of Mechanical Engineering Education

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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.

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Section: Introductionmentioning

confidence: 99%

“…4 In particular, problem-, project-and inquiry-based learning approaches, grounded in social constructivism theories, have proven to be excellent teaching-learning tools in Engineering education. [5][6][7] An interesting active-learning teaching format that has emerged in recent years are Study and Research Path (SRPs). 8,9 SRPs were proposed within the theoretical framework of the Anthropological Theory of the Didactics (ATD), 10 in the field of didactics of mathematics, to describe any kind of human study and research process.…”

Section: Introductionmentioning

confidence: 99%

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

Bartolomé

Benítez

2021

International Journal of Mechanical Engineering Education

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Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

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Challenges of the Implementation of an Engineering Course in Problem Based Learning

Cited by 8 publications

References 3 publications

Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

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