Project-led education in engineering

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Sous-titre: Monitoring and assessing the learning process
Liste des auteurs: Fernandes SRG
Flores, M.A.B.
Lima, R.M
Editeur: University of Miskolc
Année de publication: 2007
Page d'accueil: 345
Dernière page: 346
Nombre de pages: 2
ISBN: 978-963661772-1
Languages: Anglais-Royaume-Uni (EN-GB)


The innovative learning methodology Project-based learning (PBL) has
been functioning in the first semester of the first year of the Master
Degree in Industrial Engineering and Management (IEM) at University of
Minho, Portugal, since 2004-2005. This methodology was implemented by a
team of teachers from the Department of Production and Systems of the
Engineering School just before the Bologna process was adopted in
Portugal. The process required substantial changes in the
teaching/learning methods and methodologies and had a significant impact
on studentsélearning and motivation. The team of IEM teachers designed a
full semester project based on the contents of four project-supporting
courses (PSC), and formed a coordination team involving PSC lecturers,
tutors and educational researchers. The latter aimed to accompany
students' teams, assess the learning process and evaluate the PBL
experience at IEM. After nine editions of PBL in the first year, the IEM
curricular structure has been reformulated to include a semester-wide
project course in the first semester, recognizing PBL as a distinct part
of the curriculum. It is therefore time to reflect on the past
experiences and the merits of the PBL experiences. After presenting the
overview of PBL based on the IEM specific context, its merit will be
discussed through the analysis of surveys results and workshops
organized at the end of last three PBL editions. This learning approach
has put many challenges to the coordination team, brought discussion and
triggered research that supported PBL along the way.


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