scholarly journals Industrial Projects in a Project-Based Learning Environment

2015 ◽  
Author(s):  
Calin Stoicoiu ◽  
Karen Cain
Keyword(s):  
Project Based Learning ◽  
Team Work ◽  
Individual Growth ◽  
Work Skills ◽  
Industrial Project ◽  
Industry Partner ◽  
Life Long Learning ◽  
Industrial Projects ◽  
The Many ◽  
Development And Management

Industry is progressively moving at a faster pace with complicated problems and projects that require increasingly rapid turn-around. Newly graduated engineers are often required to work on projects having, in many cases, poorly defined scope, constraints and outcomes. In addition to their technical knowledge, employers expect enhanced communication, entrepreneurial and managerial skills.Project-based learning (PBL) enhances engineering education, providing students with a setting that closely simulates their post-graduation work environment. The addition of projects into the engineering curriculum creates avenues towards improving communication, individual growth, life-long learning and team-work; skills that industry desires. The key has always been to present students with problems and projects that are as open-ended and realistic as possible, creating situations that closely resemble those encountered in industrial settings, such as: project requirements that are not well structured, changes to project scope and timelines and the need to address a customer’s changing needs or expectations.The addition of a real project in cooperation with an industry partner may be the ultimate method of achieving these goals. The development and management of the project is complex involving students, faculty, and the industry partner, but generates tangible advantages for all three parties. This paper will discuss the many benefits and challenges of incorporating a real industrial project into the educational environment.

APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION

2021 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Mary Ezeamagu ◽  
◽  
Henry Owolabi ◽  
Keyword(s):  
Team Work ◽  
Employability Skills ◽  
University Management ◽  
Work Skills ◽  
Problem Solving Skills ◽  
Research Instrument ◽  
North West ◽  
Life Long Learning ◽  
Learning Skill ◽  
University Undergraduates

Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West Nigeria. Multi-stage sampling approach using Simple Random and Proportional Sampling technique was employed to select 697 respondents from Usmanu Danfodiyo University, 350 respondents from Federal University Gusau and 330 respondents from Federal University Birnin Kebbi. The research instrument was a researcher-developed questionnaire entitled “Employability Indices Questionnaire”. The research instrument was validated by seven experts. The instrument was trial tested on a population that is similar but not among the sampled population; and Cronbach’s Alpha was used to estimate a reliability coefficient of 0.82 and 0.96 for Employability Perception Scale and Employability Skills Scale respectively. Three research questions guided the study; while data collected were analyzed using summated scale. The major findings of the study revealed that majority of university undergraduates in North West Nigeria perceived themselves to have high knowledge of employability, yet further finding revealed that majority of the respondents perceived themselves to have high need of Life-long Learning Skill and Team-work Skills. This implies that the respondents have low level of Life-long Learning and Team-work Skills. As such, it was recommended that University Management should improve standard by making Employability Skills a development priority area for its undergraduates before their graduation. Both instruction and assessment of undergraduates should challenge and develop students’ Life-long learning skill, Team-work skills and other relevant skills before their graduation. University Management should encourage her students to develop and demonstrate employability skills like Life-long learning skill, Team-work skills, information and communication technology knowledge, numeracy skill, communication skill, creativity and problem solving skills.

scholarly journals AN OPEN-ENDED DESIGN-BASED LAB EXERCISE FOR A FIRST THERMOFLUIDS COURSE

2017 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Creative Thinking ◽  
Engineering Students ◽  
Team Work ◽  
Work Skills ◽  
Theoretical Concepts ◽  
First Semester ◽  
Design Project ◽  
Hands On ◽  
Hands On Learning ◽  
The Many

The Thermo-Fluid Engineering I course provides all first-semester second-year engineering students at Dalhousie University with a basic introduction to thermodynamics and fluid mechanics. In the past three years, we have used a combination of six traditional laboratory exercises and a short four-week design project to provide students with hands-on learning experiences in this course. In general, these projects have been well-received by students as a welcome break from the many abstract theoretical concepts that are normally associated with introductory thermodynamics. However, two of the continuing challenges with these projects have been the students’ limited engineering design experience and the availability of time to perform a design project. To address these challenges, in the fall 2015 offering of Thermo-Fluid Engineering I, the four-week design project was replaced by an open-ended design-based lab exercise.The open-ended lab exercise required groups of students to develop specific laboratory experiments related to thermodynamics and fluid dynamics, given a limited quantity of resources. While the focus shifted away from a traditional short design project, the open-ended lab exercise continues to allow students to develop their creative thinking, critical analysis, hands-on, communication, and team work skills, which was the primary purpose of the short design projects in the first place.

scholarly journals Leadership Development through Project Based Learning

2013 ◽  
Author(s):  
Karen Cain ◽  
Sandra Cocco
Keyword(s):  
Leadership Development ◽  
Large Scale ◽  
Project Based Learning ◽  
Team Work ◽  
Individual Growth ◽  
Student Experiences ◽  
Individual Student ◽  
Multidisciplinary Teams ◽  
Undergraduate Engineering Education ◽  
Excellent Method

The traditional hierarchical model of leadership is outdated and in its place are flatter industrial models where leadership is shared amongst the various individuals in a team. The modern team based project is an essential method used to create successful endeavors. Engineers must be trained to lead and participate in multidisciplinary teams. The learning process of becoming an effective leader and a valued team member must begin through the introduction of leadership skills during undergraduate engineering education. Project Based Learning (PBL) is an example where such training can have a profound influence on the learner, enabling growth of future leaders. Project Based Learning has long been touted as an excellent method of active learning which greatly facilitates application and retention of theory. Its use to improve ‘soft skills’ such as communication, individual growth, life-long learning and team-work is also evident. Difficulties with PBL are more often institutionally-based involving implementation on a large scale and faculty enthusiasm and time commitments. This paper expands on the use of PBL as a method to develop student leaders focusing on individual student experiences within team environments. It introduces various PBL approaches and their implementation within an existing engineering educational framework.

Competition-Based Learning

2015 ◽  
pp. 968-980
Author(s):  
Ghassan Issa ◽  
Shakir M. Hussain ◽  
Hussein Al-Bahadili
Keyword(s):  
Higher Education ◽  
Life Experience ◽  
Real Life ◽  
Project Based Learning ◽  
Team Work ◽  
Traditional Learning ◽  
Learning Models ◽  
New Model ◽  
Learning Practices ◽  
The Many

In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning (CBL) is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning (PBL) and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as collective outcomes. The new model, which is referred to as CBL, provides educators with an alternative solution to overcome many of student's deficiencies associated with traditional learning practices; such as lack of motivation, lack of self esteem, insufficient practical and real-life experience, and inadequate team work practices. The new CBL model makes a clear distinction between PBL and competitions and CBL. It avoids the disadvantages of competitions, while at the same time gaining from the many benefits of PBL. Identification features of CBL, components of CBL, as well as advantages are presented. An open source Learning Management System (LMS), namely, Moodle is used for the implementation of a networked environment to support CBL.

Competition-Based Learning

2014 ◽  
Vol 10 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ghassan Issa ◽  
Shakir M. Hussain ◽  
Hussein Al-Bahadili
Keyword(s):  
Life Experience ◽  
Real Life ◽  
Self Esteem ◽  
Collective Learning ◽  
Project Based Learning ◽  
Team Work ◽  
Traditional Learning ◽  
New Model ◽  
Learning Practices ◽  
The Many

In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning (CBL) is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning (PBL) and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as collective outcomes. The new model, which is referred to as CBL, provides educators with an alternative solution to overcome many of student's deficiencies associated with traditional learning practices; such as lack of motivation, lack of self esteem, insufficient practical and real-life experience, and inadequate team work practices. The new CBL model makes a clear distinction between PBL and competitions and CBL. It avoids the disadvantages of competitions, while at the same time gaining from the many benefits of PBL. Identification features of CBL, components of CBL, as well as advantages are presented. An open source Learning Management System (LMS), namely, Moodle is used for the implementation of a networked environment to support CBL.

scholarly journals Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Mubarak Alkhatnai
Keyword(s):  
Qualitative Methods ◽  
Project Based Learning ◽  
Team Work ◽  
Work Skills ◽  
Computer Aided ◽  
Positive Experiences

In the last few years, interest in improving the teaching of translation increased immensely. Proposals of introducing many methods to raise students’ involvement and centeredness in the process evolved and many concepts from other disciplines were implemented. One of these evolving concepts was Project Based Learning (PBL) which was popular across many education fields: the main essence of it is involving the students in an authentic and practical translation project. This article investigates the experiences of Saudi under-preparation-translators in a Computer Aided Translation (CAT) course that was introduced using the PBL method. Using qualitative methods (mainly interviews and observations), students’ receptions were collected and analyzed and themes were elicited to report the students’ attitude to PBL method. Although many positive experiences such as autonomy and team work skills were reported, some indicated the concerns of the practicality of the procedure as well as time issues.

scholarly journals The technology of formation of teamwork skills in terms of project-based learning students

2021 ◽  
Vol 18 (1) ◽  
pp. 57-70
Author(s):  
Svetlana D. Lipatova ◽  
Evgeniya A. Khokholeva
Keyword(s):  
University Students ◽  
Educational Environment ◽  
Project Based Learning ◽  
Team Work ◽  
Test Method ◽  
Human Potential ◽  
Work Skills ◽  
Mathematical Methods ◽  
Project Activity ◽  
Teamwork Skills

Each era has its own requirements for the level of competence formation of employees. The fourth industrial revolution focuses on the development of human potential. One of the forms that allow us to reveal the potential capabilities of the individual is project activity. This paper presents the experience of developing team work skills among university students. The paper analyzes the possibility of using project activities for the development and improvement of team work skills in order to implement a modern competence-based approach in higher education. The paper describes the technology of forming team work skills. On the basis of the conducted research, promising opportunities for the implementation of teamwork in the educational environment were identified, as well as problematic aspects of this type of activity were identified. The purpose of this paper is to describe the experience of implementing the technology of forming students teamwork skills in the format of project training. Methodology. The study was conducted using the test method of V. Stefanson Q-sorting, a formative experiment in the format of students project activities and the authors questionnaire Students attitude to teamwork in the conditions of project activities, mathematical methods of analysis. Results. The technology of forming team work skills in the framework of project training of university students has been tested. As a result, it was revealed that project training has a complex impact on the formation of teamwork skills, this was noted by 83.5% of respondents. Conclusion. Project activity in the educational environment not only forms the skills of teamwork, but also is a tool for creating positive attitudes of students to team activities, which indicates the wide resource possibilities of this form of work.

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 A Study on the Integration of Resilience and Smart City Concepts in Urban Systems

2021 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Anastasia Tzioutziou ◽  
Yiannis Xenidis
Keyword(s):  
Smart City ◽  
Research Field ◽  
Urban Systems ◽  
City Management ◽  
Urban Resilience ◽  
Continuous Growth ◽  
Management And Development ◽  
The Many ◽  
Development And Management

The continuous growth of cities brings out various concerns for improved development and management of the multifaceted urban systems, including those of resilience and smartness. Despite the many significant efforts in the research field, both notions remain changeable, thus retaining the lack of commonly accepted conceptual and terminological frameworks. The paper’s research goals are to designate the current direct and indirect links in the conceptualizations and research trends of the resilience and smart city frameworks and to prove the potential of the conceptual convergence between them in the context of urban systems. The application of a semi-systematic literature review, including bibliometric evidence and followed by content analysis, has led to the observation that as the resilience discourse opens up to embrace other dimensions, including technology, the smart city research turns its interest to the perspective of urban protection. Therefore, both concepts share the goal for urban sustainability realized through specific capacities and processes and operationalized with the deployment of technology. The paper’s findings suggest that the conceptual and operational foundations of these two concepts could support the emergence of an integrated framework. Such a prospect acknowledges the instrumental role of the smart city approach in the pursuit of urban resilience and unfolds a new model for sustainable city management and development.

scholarly journals Implementing Project-Based Learning (PBL) in Final Collection to Improve the Quality of Fashion Design Student

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Indarti Indarti
Keyword(s):  
Design Education ◽  
Research Literature ◽  
Project Based Learning ◽  
Theory And Practice ◽  
Team Work ◽  
Fashion Design ◽  
Educational Approach ◽  
Soft Skill ◽  
Literature Searches ◽  
Student Motivations

Fashion design education is one of education that prepares students to work in fashion design field. Students research future fashion trends, sketch designs, select colors, fabrics and patterns, and give instructions on how to make the products they designed. Fashion design education not only nurture and develop student’s creative skills, it also teaches essential practical skills such as production techniques and material properties, to create a final product. According to this, new educational methods and strategies are needed in order engage students in the learning process and guarantee higher quality. Project-based learning (PBL) is example of educational approach that takes in account student-center learning. Project based learning (PBL) provides opportunities for students to build these qualities, as well as more deeply learn traditional academic content and understand how it applies to the real world. The methods of Literature review will apply in this research. Literature searches process through journal, proceeding and book. Literature searches are also undertaken most using computer and electronic databases. PBL methodology enhances students learning and improves students’ confident, technical skill, soft skill and prepare graduate for professional practice. The benefit of implementing PBL are increase team work skill and student motivations, articulation between theory and practice, inquiry and problem solving.

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