World Café method integrated with QFD for obtaining the Voice of the Customer

Abstract

The capacity to promote self-development is one of the main roles reserved for education, whose purpose is to make each person assume his own destiny and contribute to the progress of the society in which he lives through the responsible participation of individuals and communities (Delors, 2006). According to the same author, an effective education is based on four pillars of knowledge: 1) learning to know, that is to acquire the instruments of understanding; 2) learning to do, or to be able to act on the environment; 3) learning to live together, in order to participate and cooperate with others in all human activities; and finally 4) learning to be, which integrates the previous three. These four pillars of knowledge may be, in fact, only one, since there are multiple points of contact, relationship and exchange among them. Productivity and the world of work require effective education outcomes that should make these four fundamental achievable throughout the life of each individual, but there are some widespread complaints from students in schools and universities, since they cannot more stand for the traditional teaching, which does not incorporate the many changes in society. Thus, it is necessary to reinvent the way of teaching and learning, creating and instituting new methods (Silva, 2003). There are several learning methods that privilege the four pillars of knowledge defined by Delors (2006). One of these, Project Based Learning (ABPj), is, to Kokotsaki et al. (2016), a student-centered teaching-learning method based on three basements of constructivism: learning is context-specific; students are actively involved in the learning process and students achieve their goals with social interactions and sharing knowledge and understanding.

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

“…For the design of experiences using Podcast, the authors considered the results and suggestions of the studies by Ketelle [65] and Hess et al [66]. For the design of experiences using World Café, the authors considered the results and suggestions of Torres and Costa Neto [67] and Bisello et al [68]. Various other activities (on-line debates, discussions, argumentative panels, round tables and micro-workshops) were carried out to adapt to the particular social conditions of each group and to the circumstances derived from confinement by COVID-19 throughout the year 2020 and part of 2021 [69,70].…”