scholarly journals A Design Methodology For Empowering Project Based Learning

2020 ◽  
Author(s):  
Richard Savage
Keyword(s):  
Design Methodology ◽  
Project Based Learning

scholarly journals Essence of partnership management in project-based learning: insights from a university’s global project programme

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Pan ◽  
Poh-Sun Seow ◽  
Venky Shankararaman ◽  
Kevin Koh
Keyword(s):  
Knowledge Creation ◽  
Design Methodology ◽  
Project Based Learning ◽  
Focus Group Study ◽  
Content Type ◽  
A Value ◽  
Continuous Feedback ◽  
Key Features ◽  
Global Project ◽  
Unpleasant Experience

Purpose Although it is clear that there are many benefits of academic–industry partnership through project-based learning (PBL) courses offered by universities, however, there are challenges in establishing such partnerships that if not addressed, may result in either failure of such collaboration or an unpleasant experience for parties involved. Accordingly, this study aims to address this knowledge gap in the PBL literature by identifying the essence of partnership management and offering insights to managing such partnerships effectively. Design/methodology/approach This study aims to develop a framework that highlights the essence of partnership management in a PBL setting and validate the framework by conducting a focus group study on a university in Singapore (UNIS)’s PBL programmes called UNIS-X and UNIS-XO. Findings The results suggest that the key features of partnership management include a value proposition, depth of collaboration, knowledge creation and exchange and continuous feedback. In addition, the findings offer useful insights to managing effective partnerships when engaging industry partners in a PBL programme. Originality/value For researchers, this paper contributes to the PBL literature by identifying and validating the key features of effective partnerships in PBL. This serves as one of the first exploratory and validation studies in examining key features of partnership in the PBL literature. For educators, this study offers useful insights to understanding effective partnership management when engaging industry partners in a PBL course. With the knowledge, educators can devise useful actions to ensure these features of a partnership are established and maintained throughout the project.

scholarly journals DEVELOPING HOLISTIC ENGINEERING COMPETENCIES IN A BIO-INSPIRED DESIGN COURSE

2020 ◽  
Author(s):  
Marjan Eggermont ◽  
Robyn Paul
Keyword(s):  
Design Methodology ◽  
Project Based Learning ◽  
Community Context ◽  
Design Studies ◽  
Holistic View ◽  
Sustainable Solutions ◽  
Surgical Staples ◽  
Method Of Design ◽  
Holistic Engineering

Bio-inspired design can be found in an increasing number of products and applications from surgical staples inspired by porcupines to bacteria inhibiting foil inspired by sharks. As a methodology, bio-inspired design studies nature, its models, systems, and processes and then imitates or takes creative inspiration from them to solve human problems often sustainably. Bio-inspired design as a methodology is applicable to multiple disciplines and has driven innovations in fields ranging from business to engineering. The increase in interest in this method of design comes directly from our search for sustainable solutions to solving problems. A recent technical elective explores this design methodology to increase a holistic view of design using project-based learning in a community context.

Core entrepreneurial competencies of students in departments of electrical engineering and computer sciences (EECS) in universities

2018 ◽  
Vol 60 (7/8) ◽  
pp. 857-872 ◽  
Author(s):  
Jen-Chia Chang ◽  
Yuan-Du Hsiao ◽  
Su-Chang Chen ◽  
Yu Tsung-Ta
Keyword(s):  
Financial Management ◽  
Questionnaire Survey ◽  
Design Methodology ◽  
Electrical Engineering ◽  
Project Based Learning ◽  
Faculty Members ◽  
Important Conclusion ◽  
Content Type ◽  
Digital Skills ◽  
Entrepreneurial Competencies

Purpose The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students. Design/methodology/approach Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study. Findings As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums. Originality/value The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.

Introducing Model-based Design Methodology with LabVIEW to Teaching ARM-based Embedded System Design

2015 ◽  
Vol 3 (7) ◽  
pp. 47-54
Author(s):  
Nannan He ◽  
Lakshmi Teja Mullapudi
Keyword(s):  
Embedded System ◽  
Student Outcomes ◽  
Design Methodology ◽  
Research Effort ◽  
Project Based Learning ◽  
Learning Approach ◽  
Graphical Programming ◽  
Model Based ◽  
Programming Tools ◽  
Embedded Applications

This paper presents our latest experience of introducing the new topic of model-based design (MBD) concepts and tools to a Programming Tools (PT) course for educating students to be capable of utilizing modern tools for correctly developing complicated ARM-based embedded systems. It describes the course contents, student outcomes and lecture and lab preparation for teaching this topic with the emphasis on two sub-topics. Firstly, we present the details of using NI LabVIEW tool in programming ARM Cortex-M MCUs or ARM Cortex-A9 MCUs on the embedded device like NI myRIO for fast developing embedded applications. Secondly, to integrate an on-going research effort on the model-based verification into this course, we also introduce model-checking and the tools that have been utilized in the research project. This new topic helps introducing students the latest research advances which promote the wide applications of the MBD in safety-critical embedded applications. Our primary experience shows that the project-based learning approach with the graphical programming tools and selected MCUs is efficient and practical to teach the MBD of 32-bit MCUs programming.

scholarly journals Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

2019 ◽  
Vol 5 (1) ◽  
pp. 51-62
Author(s):  
LIM SEH HOE ◽  
Tay Choo Chuan ◽  
Hanipah Hussin ◽  
Pang Yee Jiea
Keyword(s):  
Secondary School ◽  
Design Methodology ◽  
Digital Video ◽  
Project Based Learning ◽  
Video Production ◽  
Learning Framework ◽  
Secondary School Education ◽  
Support Students ◽  
Student Competencies ◽  
Video Project

Purpose: This study purposes to get a demonstration of students’ competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students’ viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives  a framework which serves as a reference to facilitate the relevant policy- making in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

Transforming Design Education by Design

2005 ◽  
Author(s):  
Eli Kolberg ◽  
Yoram Reich ◽  
Ilya Levin
Keyword(s):  
High School Students ◽  
Design Education ◽  
Design Methodology ◽  
Design Research ◽  
Course Design ◽  
Holistic Approach ◽  
Design Methods ◽  
Project Based Learning ◽  
Careful Study ◽  
School Students

Design is a contextualized activity influenced by many factors. In order to understand or teach it, a holistic approach that involves students in actual design activities is required. Often, such educational setup is called problem or project-based learning (PBL). There are many views about implementing PBL. Our approach to design education is different than others in the way we treat design courses as products with constraints and objectives. Following our experience in previous design courses, we set to create the best design course possible in our particular context by carefully designing it using design tools developed in design research. We elaborated the course objectives; observed and analyzed failures of design projects in previous courses; and proposed new design methods that could remedy those failures. The collection of potential design methods was evaluated and six methods were selected as the backbone of the design curriculum. The curriculum we designed was implemented in a mechatronic course for high school students. Careful study with several groups including control demonstrated that our design improves the existing course. We describe the course design; provide some details about the design methods that comprise the design curriculum and some examples of using these methods in the course to ground the discussion. A reader unfamiliar with mechatronic could skip these descriptions. The contribution of this paper is twofold. First, we show that there is no single general design methodology. For different products and contexts, different design methodologies should be designed. If we use design methods developed in design research, the methodologies could prove successful. Second, and more specifically, we present a new, possible, and successful design methodology for mechatronics. We are not aware of such comprehensive approach in the literature.

Impact of Model-Based Design in Engineering Design Education

2013 ◽  
Author(s):  
Kjell Andersson
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Learning Experience ◽  
Idea Generation ◽  
Project Based Learning ◽  
Machine Design ◽  
Project Work ◽  
Capstone Course ◽  
Model Based

Project-based education in combination with problem-based learning has been very successful, and has contributed to the popularity of engineering design among students at technical universities. And when the project work addresses real industrial problems, offers insight into post-graduation working environments and gets direct feedback from professionals in industry, students can see the immediate relevance of their education — an invaluable boost to their learning experience. Students taking MF2004, a capstone course at KTH Department of Machine Design, learn the whole process from idea generation to manufacturing and testing a final prototype built in close collaboration with an industrial partner or a research group at the department. The benefits of using real prototypes cannot be stressed enough — students find out for themselves why a product must be designed in a certain way (e.g. to make it possible to assemble). The course uses project-based learning as a teaching strategy and introduces a model-based design methodology which enables the students to evaluate and “experience” many different behaviors of the product using digital models in a virtual environment. In this way, students can see that many undesirable concepts and flaws can be avoided even before a prototype is manufactured. This paper focuses on the introduction of the model-based design methodology and evaluation of its impact on learning in a capstone course in the Engineering Design MSc programme at KTH Department of Machine Design. A questionnaire was used to evaluate the effects on the students’ learning, as well as to assess how feasible they consider this methodology to be. On the basis of this, in combination with the weekly meetings with the project teams, we can report a positive attitude among the students and improved learning outcomes.

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