Innovative learning in engineering education: Experimenting with short-term project-oriented research and project-based learning

2017 ◽  
Author(s):  
Vicente Leite
Keyword(s):  
Engineering Education ◽  
Project Based Learning ◽  
Short Term ◽  
Innovative Learning ◽  
Oriented Research

Project-based learning in a graduate course on home appliance engineering

2021 ◽  
pp. 002072092110134
Author(s):  
Yeon Kim ◽  
Suk Lee ◽  
Changsun Ahn
Keyword(s):  
Quantitative Analysis ◽  
Engineering Education ◽  
Graduate School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Learning Method ◽  
Graduate Course ◽  
Industrial Projects ◽  
Home Appliance

Project-based learning is one of the popular and promising approaches in engineering education. The current study reports on a curriculum that was designed and implemented by a graduate school to help students gain knowledge and creative thinking skills through collaboration between different majors during industrial projects in a graduate course on home appliance engineering. The students selected the topics, planned the project, conducted research, produced a prototype, and presented their results under the guidance of a group of advisors consisting of professors, technical advisors, and industry mentors. A quantitative analysis showed that this approach was effective in improving the students’ attitude toward engineering. Furthermore, a qualitative analysis showed that this learning method helped students learn how to communicate and present effectively, to flexibly approach projects, and to understand the practices of industrial research. Based on the findings, the current study discusses how the project-based learning helped students advance.

scholarly journals Project Based Learning Activities in Engineering Education

2013 ◽  
Vol 3 (S2) ◽  
pp. 27 ◽  
Author(s):  
Tiago Faustino Andrade
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Project Based Learning ◽  
Learning Activities ◽  
Academic Environment ◽  
Font Size ◽  
Master Degree ◽  
Excellent Opportunity ◽  
Teaching Learning

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">In the present work, the author reports examples of his involvement in different teaching/learning methodologies during his five years of the Integrated Master Degree in Mechanical Engineering at the Faculty of Engineering of University of Porto. The aim is to explain how useful those experiences have been, allowing him to explore many techno-scientific activities within his engineering education while student as well as other <span style="letter-spacing: -.05pt;">transferable</span> skills and later, up to the present, as a professional in academic environment. The author wishes to underline the excellent opportunity he had to practice reflection processes as an essential methodology of his engineering education.</span>

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Teachers and Parents Perspective: Is It Difficult for Project-Based Learning (PjBL) During the Covid-19 Pandemic?

2021 ◽  
Vol 5 (4) ◽  
pp. 515
Author(s):  
Ni Wayan Rati ◽  
Ni Nyoman Rediani
Keyword(s):  
Learning Process ◽  
Project Based Learning ◽  
Assessment Process ◽  
Learning Tools ◽  
Innovative Learning ◽  
Materials Used ◽  
Teachers And Parents ◽  
Learning Plans ◽  
Process Constraints ◽  
Collection Methods

PjBL learning is one of the innovative learning models developed with a constructivist approach, where the learning process provides opportunities for students to be more active in the learning process. The purpose of this study was to identify the obstacles faced by teachers and parents in implementing the PjBL model in the network during the Covid-19 pandemic. The type of research conducted is descriptive qualitative. The sample of this research is 68 teachers and 390 students' parents. data collection methods used are interviews and questionnaires. Before using the instrument, the validity of the instrument was analyzed using the CVR, it was obtained that the CVR value for the teacher constraint questionnaire, the VCR results showed that the 38 instruments developed were valid with a score of 0.73-1. Meanwhile, for the reliability test, the Cronbach Alpha coefficient of 0.82 was obtained. Meanwhile, for parental instruments, CVR showed that the 25 instruments developed were valid with a score of 1 reliability with Cronbach's Alpha, obtained a score of 0.93. Analysis of the data used is the analysis of the data in the study carried out interactively. The results of the analysis show that the constraints are constraints on making learning plans, the availability of learning tools, the availability of tools and materials used in the PjBL learning process, constraints on the participation of other parties in the PjBL learning process, obstacles in the implementation of PjBL learning, especially the implementation of PjBL syntax and the last obstacle. is the PjBL assessment process. As well as the obstacles faced by parents in assisting students to learn, among others, are some parents still have problems providing facilities even though the numbers are not too large, another obstacle faced is that parents experience problems if the tools and materials used in PjBL learning are difficult to obtain, besides that, the obstacles experienced are that parents have difficulty because they do not understand the material being studied by students.

scholarly journals Implementation of Production Based Learning Models in the Workshop Program of Education of Building Engineering Education Sebelas Maret University

2021 ◽  
Vol 3 (6) ◽  
pp. 43-45
Author(s):  
Roemintoyo Roemintoyo ◽  
Chyntia Dinda Nugraheni ◽  
Ida Nugroho Saputro ◽  
Mochamad Kamil Budiarto
Keyword(s):  
Engineering Education ◽  
Sampling Technique ◽  
Education Institution ◽  
Project Based Learning ◽  
Snowball Sampling ◽  
Business World ◽  
Learning Plan ◽  
Product Sales ◽  
Learning Plans ◽  
Building Engineering

Building Engineering Education becomes a vocational education institution that prepares competent and professional graduates in building engineering. The background of this research is from the problem of the learning process that is not in accordance with the business world and the industrial world (DUDI). Through this research to see the products in Building Engineering Education seen from the teaching factory components. The purpose of this research is to find out: (1) competence delivered, (2) completion time, (3) the product is required internally/ externally. (4) investment needs. This research uses a descriptive qualitative method. The data used is the semester learning plan, college contracts and interviews. Sampling in this study using purposive sampling technique with snowball sampling technique. Based on the research results, it concluded that: (1) the competencies that are delivered from three managerial functions, namely learning planning in the form of semester learning plans (RPS) are following the existing planning stages; implementation of learning methods used project-based learning, (2) time for completion of the product processing process is completed on time according to the college contract, (3) products needed internally / externally, preferably the type of product that is in accordance with the market, (4) investment needs can be accepted in the market or used for further practice, the proceeds from product sales are allocated for maintenance and developments of tools.

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