Digital skill development in project-based learning of heat power engineering students

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

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Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

Journal of Educational Issues ◽

10.5296/jei.v2i1.8933 ◽

2016 ◽

Vol 2 (1) ◽

pp. 91 ◽

Cited By ~ 3

Author(s):

Kimberly Meyer ◽

Scott Wurdinger

Keyword(s):

Problem Solving ◽

Time Management ◽

Life Skills ◽

Skill Development ◽

Positive Influence ◽

Project Based Learning ◽

Life Skill ◽

Structured Interviews ◽

Life Skill Development ◽

Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

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Application of Condensing Heat Utilizers at Heat-Power Engineering Objects (Review)

Thermal Engineering ◽

10.1134/s0040601518100038 ◽

2018 ◽

Vol 65 (10) ◽

pp. 677-690 ◽

Cited By ~ 1

Author(s):

I. L. Ionkin ◽

P. V. Roslyakov ◽

B. Luning

Keyword(s):

Power Engineering ◽

Heat Power

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Project-based STEM-courses for engineering students

Engineering and Educational Technologies ◽

10.30929/2307-9770.2020.08.02.05 ◽

2020 ◽

Vol 8 (2) ◽

pp. 53-68

Author(s):

Galyna Vasylivna Lutsenko ◽

◽

Oksana Mykolaivna Podolian ◽

Lyudmyla Mikhailivna Ozhyndovych ◽

◽

...

Keyword(s):

Engineering Students ◽

Optimal Strategies ◽

Active Role ◽

Project Based Learning ◽

Educational Process ◽

Project Work ◽

Approaches To Teaching ◽

Stem Disciplines ◽

National University ◽

The Impact

One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

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