Multiple Case Studies to Enhance Project-Based Learning in a Computer Architecture Course

Martínez‐Monés, Alejandra; Gómez‐Sánchez, Eduardo; Dimitriadis, Yannis; Abellán, Iván M. Jorrín; Avi, Bartolomé Rubia; Vega-Gorgojo, Guillermo

doi:10.1109/te.2005.849754

Cited by 75 publications

(49 citation statements)

References 8 publications

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“…Despite all the benefits reported when using problem solving techniques, the cost of such methodology significantly hinders its adoption by practitioners (Martinez-Mones et al, 2005). Small-group methodology is expensive in terms of instructor time and also exposes instructors to additional stress (Berkson, 1993).…”

Section: Introductionmentioning

confidence: 99%

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

de-la-Fuente-Valentín

Pardo

Kloos

2013

Computers & Education

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Abstract:The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course.

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Section: Introductionmentioning

confidence: 99%

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

de-la-Fuente-Valentín

Pardo

Kloos

2013

Computers & Education

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“…In these assignments, students gather and apply knowledge while working on design projects. In doing so, the teacher formulates questions to facilitate deeper understanding of design tasks (Hirsch et al 2001;Roberts 2001;Van Til et al 2009;Etkina et al 2010), provides formative feedback on technical design progress as a meaningful method in the process of building domain knowledge (Massey, Ramesh, and Khatri 2006;Chang, Yeh Liao, and Chang 2008), encourages students to articulate engineering terminology during regular meetings and presentations (Hirsch et (Massey, Ramesh, and Khatri 2006;Geber et al 2010), all while playing an authentic role as a client or manager (Denayer et al 2003;Martínez Monés et al 2005;Massey, Ramesh, and Khatri 2006).…”

Section: The Theoretical Framework Of Dblmentioning

confidence: 99%

Professional development for design-based learning in engineering education: a case study

Puente

Eijck

Jochems

2014

European Journal of Engineering Education

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Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

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“…Most of the experiences in PBL applied to engineering education have focused on computer science courses for software development [9], [10]. Fewer approaches tackle the implementation of PBL and Agile methodologies in electronic design, hardware or hardware-software integration [11].…”

Section: Related Workmentioning

confidence: 99%

Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

Zapater¹,

Malagón²,

Goyeneche³

et al. 2013

ELS

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Abstract-Project-Based Learning (PBL) and Agile methodologies have proven to be very interesting instructional strategies in Electronics and Engineering education, because they provide practical learning skills that help students understand the basis of electronics. In this paper we analyze two courses, one belonging to a Master in Electronic Engineering and one to a Bachelor in Telecommunication Engineering that apply Agile-PBL methodologies, and compare the results obtained in both courses with a traditional laboratory course. Our results support previous work stating that Agile-PBL methodologies increase student satisfaction. However, we also highlight some open issues that negatively affect the implementation of these methodologies, such as planning overhead or accidental complexity. Moreover, we show how differences in the student population, mostly related to the time spent on-campus, their commitment to the course or part-time dedication, have an impact on the benefits of Agile-PBL methods. In these cases, Agile-PBL methodologies by themselves are not enough and need to be combined with other techniques to increase student motivation.

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Multiple Case Studies to Enhance Project-Based Learning in a Computer Architecture Course

Cited by 75 publications

References 8 publications

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

Professional development for design-based learning in engineering education: a case study

Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

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