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Project-based learning: an environment to prepare IT students for an industry career

Alves, Luís M.; Ribeiro, Pedro; Machado, Ricardo J.
Fonte: IGI Global Publicador: IGI Global
Tipo: Parte de Livro
ENG
Relevância na Pesquisa
95.89%
The lack of preparation of Software Engineering (SE) graduates for a professional career is a common complaint raised by industry practitioners. One approach to solving, or at least mitigating, this problem is the adoption of the Project-Based Learning (PBL) training methodology. Additionally, the involvement of students in real industrial projects, incorporated as a part of the formal curriculum, is a well-accepted means for preparing students for their professional careers. The authors involve students from BSc, MSc, and PhD degrees in Computing in developing a software project required by a real client. This chapter explains the educational approach to training students for industry by involving them with real clients within the development of software projects. The educational approach is mainly based on PBL principles. With the approach, the teaching staff is responsible for creating an environment that enhances communications, teamwork, management, and engineering skills in the students involved.

Unveiling fieldbus network technology through project-based learning

De Lucena, Samuel E.; Mogames, Omar
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
95.9%
Fieldbus communications networks are a fundamental part of modern industrial automation technique. This paperwork presents an application of project-based learning (PBL) paradigm to help electrical engineering students grasp the major concepts of fieldbus networks, while attending a one-term long, elective microcontroller course. © 2012 IEEE.

The importance of the project theme in project-based learning : a study of student and teacher perceptions

Moreira, Francisco; Mesquita, Diana; Hattum-Janssen, Natascha van
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em /10/2011 ENG
Relevância na Pesquisa
75.94%
Motivation to Learn represents a prime driving force in Engineering Education. It encompasses a multitude of facets relating the learning process itself and the learning agents, namely students and teachers. Motivation is triggered both by learning agents inner strengths, level of interaction and particular perception of the learning objects relevance. This paper investigates the relevance of the project themes within the context of interdisciplinary project-led engineering education at University of Minho, Portugal. The study is backed-up by results from the 2010-2011 PLE edition of the Integrated Master degree on Industrial Management and Engineering. This includes results from a questionnaire applied to students, a questionnaire applied to the group of teachers. Analysis of results show a strong link between students and teachers perceptions on theme relevance, while giving insights into aspects that should be taken into account when analysing and making a decision on semester-wide project themes.

Curriculum reorganization and project based learning : a teaching experiment of geometry in the 6th grade

Rebelo, Paula; Gomes, Alexandra
Fonte: University of Helsinki Publicador: University of Helsinki
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 ENG
Relevância na Pesquisa
85.9%
This study intends to analyze the implications that an unconventional approach of Mathematics, in context of classroom, will have in 6 grade pupils. This approach consists of a reorganization of part of the mathematics curriculum, more concretely of the Thematic Unit - Geometry, through the methodology of Project Based Learning. The curricular reorganization was based on some principles concerning the teaching and learning of Mathematics, namely that: Mathematics must contribute for the development of individuals who can understand and use mathematics; learning is considered a process of active construction of knowledge; and activities of more open character, as Projects, present some potentialities concerning the teaching and learning of Mathematics. In the scope of this problematic the following research questions had been defined: - what kind of task should be presented to pupils, in order to constitute a challenge, and provide the opportunity to construct mathematical knowledge? - How to organize the activity in such a way that the geometry contents from 6th grade relate one another and that it develops pupils’ knowledge of concepts and procedures, mathematical communication and reasoning? - In which way does this approach influence the knowledge of concepts and procedures...

Project management guide for student project teams

Almeida, Natália; Carrer, Camila; Carvalho, Dinis; Lima, Rui M.
Fonte: Research Centre in Education (CiEd) of the University of Minho and Department of Production and Systems of School of Engineering of University of Minho Publicador: Research Centre in Education (CiEd) of the University of Minho and Department of Production and Systems of School of Engineering of University of Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em /10/2011 ENG
Relevância na Pesquisa
75.95%
Project based learning is a methodology based on students’ teams developing interdisciplinary work to deliver an outcome as a result of a project. The engineering students’ teams when performing project work have to adopt project management methodologies. Assuming that the quality of the results on project work is also dependent on the project management methodology applied and that project management is one of the competencies to be developed during engineering degrees, this paper presents a project management guide to be followed by students’ teams involved in large projects. This project management methodology is the result of the experience of students and teachers involved in project based learning practices in the last 6 years in the engineering school at the University of Minho.

Coordination of student teams focused on project management processes

Aquere, André Luiz; Mesquita, Diana; Lima, Rui M.; Monteiro, Simone Borges Simão; Zindel, Marcia
Fonte: Dublin Institute of Technology Tempus Publications Publicador: Dublin Institute of Technology Tempus Publications
Tipo: Artigo de Revista Científica
Publicado em 23/04/2012 ENG
Relevância na Pesquisa
75.99%
Engineering learning processes are expected to develop technical and transversal competencies on students that are demanded by the engineering professional bodies. The need for the development of competencies raised an incremental interest in applying innovative approaches in Engineering education. One of the methodologies used in this context is Project-Based Learning (PBL). At the University of Brasilia, a course degree in Production Engineering was created having as a main reference the Project-Based Learning (PBL) approach. The use of PBL implies a change of behavior of teachers who play a main role of facilitators of competencies development, and of the students, who learn in a collaborative way, working with others in teams. Students’ working in team and developing a project during a semester will require effective coordination models. The objective of this paper is to propose a model of coordination among students’ teams based on project management knowledge. Furthermore, a qualitative approach is applied to evaluate the application of this model during one semester. The results show that a coordination model for student teams developing projects is important to support their learning process, which is not solely dependent on students...

The importance of blog as a communication tool to support the development of project-based learning; A importância do blog como ferramenta de comunicação no apoio ao desenvolvimento de projetos interdisciplinares de aprendizagem

Vicente, Sérgio; Mattarredona, Edgar; Alves, Anabela Carvalho
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 POR
Relevância na Pesquisa
95.98%
The Integrated Project of Industrial Engineering and Management (IPIEM) is a curricular unit of the 4th year developed in the 1st semester of Master Integrated degree of Industrial Engineering and Management (IEM) – University of Minho, Portugal is based on Project-Based Learning (PBL) methodology. In this context, it was proposed to the students of this year and program, a project to be developed in an industrial environment. Each team of students should go to a company with the objective to analyse, diagnose and improve a production system or a section of the company selected. The team of nine students, where the first author of this paper was integrated chosen for the project a security shoes company. Through the PBL, the team had the opportunity to apply theoretical concepts from different technical contents of disciplinary domains to Engineering real-problems and develop transferable competences. To communicate with teams’ members, colleagues, teachers and tutors and to organize and register data and information it was used a blog, designed as support for the project. Thus, this paper has as main objective to evaluate the blog importance, used in the support of teaching/learning activities. In order to evaluate this importance...

The influence of peer assessment to the teamwork dynamics in Project-Based Learning; A influência da avaliação peer na dinâmica de trabalho de equipas em projetos PBL

Vicente, Sérgio; Romano, Dalila; Sá, Vera Daniela Cunha de; Lima, Rui M.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 POR
Relevância na Pesquisa
95.93%
Since the school year 2004/2005 has been applied in the course of Industrial Engineering and Management (IEM), University of Minho, a learning methodology based on Interdisciplinary Projects (PBL - Project-Based Learning). Among other skills, such projects emphasizes teamwork and in this process different goals and visions among team members origins conflicts to resolve. In this context, each team also faced with the evaluation process performed between its own elements, peer assessment. This paper aims to analyze how this evaluation may affect the performance and motivation of each member and the team as a whole, and will be a source of internal conflicts, or rather, a way to resolve these same conflicts in PBL processes. In this article is presented a brief testimony of the authors about their experience with peer assessment in interdisciplinary projects and a qualitative nature study about the peer evaluation that encompassed all years of the Industrial Management and Engineering course. After the analysis of the results it is presented a critical reflection of the experience of a group, in which the first tree authors were part, that used peer assessment and of the study that was made.; Desde o ano letivo de 2004/2005 tem vindo a aplicar-se no Mestrado Integrado em Engenharia e Gestão Industrial (MIEGI) da Universidade do Minho uma metodologia de aprendizagem baseada em Projetos Interdisciplinares (PBL – Project-Based Learning). Entre outras competências...

Teamwork in project-based learning: engineering students’ perceptions of strengths and weaknesses

Alves, Anabela Carvalho; Mesquita, Diana; Moreira, Francisco; Fernandes, Sandra
Fonte: PAEE’2012 Publicador: PAEE’2012
Tipo: Artigo de Revista Científica
Publicado em //2012 ENG
Relevância na Pesquisa
95.98%
This paper explores the importance of the topic of working in teams within Project-Based Learning (PBL) methodology. In the context of the Project-Based Learning methodology at the first year of the Master degree in Industrial Engineering and Management (IEM11_PBL) at the University of Minho-on teamwork strengths and weaknesses. To attain this goal, a survey was applied to students and small group discussions were carried out to complement the data collection. The survey and the discussion were conducted during a workshop at the end of the semester in the academic year of 2011/2012, and gathered most IEM11_PBL students and teachers. The paper describes some particular details of IEM11_PBL implementation and addresses some specific aspects of the preparation of students for teamwork. Results from the study reveal that most students are keen on PBL learning methodology and as well as on team working. These were substantiated by the recognition that PBL allows the development of key issues for their professional future that were not fully exploited under a different learning methodology. Some examples of strengths of teamwork reported include a higher motivation to learn, students are active within teams and enjoy sharing tasks, teams allow the development of transversal competences...

Nine years of project‐based learning in engineering

Oliveira, José Manuel Nunes
Fonte: Red Estatal de Docencia Universitaria Publicador: Red Estatal de Docencia Universitaria
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
95.84%
The engineering programmes offered at the Higher Education Polytechnic School of Águeda, University of Aveiro, have been organised, since 2001, around the Project Based Learning paradigm. This paper will briefly set the scene for the educational development and will then proceed to describe the curricula implementation that is nowadays on the field, reflecting the accumulated nine-years’ experience of running the programmes. Finally, the author will offer his personal perspective on the difficulties of the development and its implementation, as an actor engaged in the process.; Los programas de ingeniería impartidos en la Escuela Politécnica Superior de Educación de Águeda, Universidad de Aveiro, se han venido organizando desde 2001 bajo el paradigma de Aprendizaje Basado en Proyectos. Este breve artículo se propone mostrar el marco del desarrollo educativo y proceder a continuación a describir la implementación actual de los planes de estudio en este campo, de acuerdo con la experiencia acumulada durante nueve años de funcionamiento. Por último, el autor ofrece su personal visión sobre las dificultades del proceso de desarrollo e implementación, en su calidad de actor comprometido con el proceso.; Este foi um número monográfico dedicado à Aprendizagem Baseada em Projetos

Electrical circuit analysis and technical english: articulation in a project-based learning environment

Oliveira, José Manuel; Branco, Denise; Oliveira, João Pedro Estima de
Fonte: Universidade de São Paulo Publicador: Universidade de São Paulo
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
95.9%
This paper describes the integration of Electrical Circuit Analysis and Technical English in the same curricular module, in the context of a Project Based Learning (PBL) environment. The idea consists in taking advantage of the PBL setting to provide a context for the learning of the two different subjects in an articulated manner. The results of the evaluation of the first iteration of this experiment will also be discussed.

The role of four-hour blocks in promoting active learning strategies: the impressions of students and teachers

Nunes de Oliveira, J. M.
Fonte: SEFI Publicador: SEFI
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
75.97%
The technological degrees offered at the Polytechnic School of Águeda – University of Aveiro have been organized, since 2001, around a project-based learning environment [1]. One of the features of the curriculum implementation is that courses’ contact hours are not divided in several types of classes, as in traditional learning environments. Following an idea adapted from the Aalborg model [2], all courses are taught in four-hour blocks that can be organized differently according to the course, or the learning needs at any stage of the process, thus enhancing flexibility and allowing for reorganization of the provision for teaching according to students’ needs. This format was also meant to encourage the adoption of active learning strategies within the classroom, since traditional lectures in such a format would be little less than excruciating. This article describes an investigation into the “on the field” experience of both students and teachers with these four-hour blocks. The research questions were: How are four-hour classes being implemented “on the field”? What are the advantages and disadvantages of this format? Does the format actually foster the implementation of active learning strategies? Discussion sessions were organized for three groups of students...

Project-based learning approach for control system courses

Fernández-Samacá,Liliana; Ramírez,José Miguel; Orozco-Gutiérrez,Martha L.
Fonte: Sociedade Brasileira de Automática Publicador: Sociedade Brasileira de Automática
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2012 EN
Relevância na Pesquisa
95.91%
This paper introduces the design and development of control system courses in an undergraduate program by using Project-Based Learning (PBL) when the curriculum uses Traditional Education. The paper presents a complete outline of control courses that takes into account the problem definition, project duration, support resources and student evaluation. In this approach, students are organized into teams to develop a project seeking to find the solution to a control problem. The approach is devoted to placing a professional challenge into the course, so students learn the topics while they solve the problem, and develop the transversal skills needed to face the new challenges of control. The approach uses the peer-assessment and self-assessment activities to evaluate abilities, knowledge, and observe the development of transversal skills. The impact of the proposed approach is evaluated by using a survey and observing the student performance. Aspects about the survey design and survey results are presented analyzing the contribution of the proposed approach to develop skills like teamwork, self-learning, problem solving and communication abilities.

A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Soccio, Stephanie A.
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
95.89%
Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Aprendizaje de competencias a través de proyectos en el ámbito universitario: Salud Pública para el Grado de Ciencias Ambientales; Learning competencies through projects in the university: Public Health for Environmental Sciences Degree;

Sandín Vázquez, María; Giménez Baldazo, Mónica; Rodríguez Martínez, Marta; Lazo Vitoria, Ximena
Fonte: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros Publicador: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
75.96%
El aprendizaje por proyectos es una estrategia de enseñanza que constituye un modelo de aprendizaje en el que los estudiantes diseñan, planean y evalúan proyectos que tienen aplicación en el mundo real más allá del aula de clase, enfoque que concuerda con la nueva aproximación de aprendizaje por competencias. Objetivo. Este trabajo expone cómo se ha adaptado la enseñanza basada en proyectos constituyendo la parte práctica de la asignatura Toxicología Ambiental y Salud Pública del Grado en Ciencias Ambientales de la Universidad de Alcalá. Método. Se presenta el desarrollo de contenidos y actividades, así como las evaluaciones del proceso enseñanza-aprendizaje por parte del alumnado. Resultados. Los alumnos valoran de una manera muy positiva el aprendizaje mediante esta metodología. Conclusiones. Mediante el aprendizaje por proyectos obtiene una serie de efectos positivos como son la conexión del aprendizaje con el mundo real, el aumento de motivación, el fomento la interdisciplinariedad, y la adquisición de competencias genéricas.; Project-based learning is a learning strategy that involves students in designing, planning and evaluating projects with a real application beyond the classroom setting, an methodology that is consistent with the new approach of learning competencies. Objective. This paper presents how project-based learning has been adapted to the practical part of the subject “Environmental Toxicology and Public Health”...

Aprendizaje Basado en Proyectos (ABP): la integración de las destrezas lingüísticas; Project Based Learning (PBL): linguistic skills integration

Sobrino Sierra, Elena
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Dissertação de Mestrado
SPA
Relevância na Pesquisa
95.97%
RESUMEN Durante mucho tiempo la enseñanza de Lenguas Extranjeras ha estado relacionada con métodos basados en el aprendizaje memorístico y monótono, no obstante, este trabajo pretende romper con esta idea promocionando otras metodologías basadas en la cooperación, en lo práctico y en lo real como es el Aprendizaje Cooperativo. Como es habitual en cualquier estrategia de aprendizaje, el Aprendizaje Cooperativo engloba demasiados conceptos y por lo tanto, se ha decidido potenciar uno de ellos: el Aprendizaje Basado en Proyectos. Por ello, en este trabajo se va a plantear una propuesta didáctica basada en la creación de un proyecto en el aula de Lenguas Extranjeras donde además de integrar las diferentes competencias lingüísticas se potencia la inclusión de las TIC gracias a la herramienta de trabajo más popular del momento y a la que ha sido escogida para desarrollar la propuesta didáctica: las WebQuest.; ABSTRACT For a long time, Foreign Languages’ Teaching has been related to methods based on memory and monotonous learning. Nevertheless, this paper tries to break out with this idea promoting other different methodologies based on cooperation, practice and reality such as the Cooperative Learning. As in other learning strategies...

El trabajo por proyectos: del marco teórico al análisis de una práctica de aula; Project-based learning: from the theoretical framework to the analysis of a classroom practice

Diego Pérez, Amparo
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
95.98%
RESUMEN: El presente trabajo consta de dos partes principales, que son las siguientes: una fundamentación teórica sobre el trabajo por proyectos y un análisis de una experiencia de aula. En la primera parte se hace referencia a las características de este enfoque pedagógico. Se destaca la importancia del aprendizaje significativo y los cambios en los roles de maestros y alumnos. Otros aspectos destacables son la globalización y el desarrollo del pensamiento crítico del alumnado. En relación a estas características, el objetivo principal del trabajo por proyectos es preparar a los alumnos adecuadamente para el futuro. En la segunda parte se realiza un análisis de un proyecto sobre el cine desarrollado en un centro educativo. A partir de este análisis se puede comprobar cuáles son las similitudes y las diferencias entre dicha práctica y la teoría del trabajo por proyectos.; ABSTRACT: This work has two main parts, which are the following: a theoretical basis about project-based learning and an analysis of a classroom experience. In the first part, it makes reference to the characteristics of this educational focus. It emphasizes on the importance of significant learning and the role changes in teachers and students. Other important aspects are globalization and the develop of students critical thinking. In relation to these characteristics...

Project-Based Learning, Achievement, and Engagement in Second Graders

Dixon, Sabrina A.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
95.84%
Second graders have fertile minds that are constrained by dull curriculums. Teachers fail to foster their interests, students are unengaged and as a result, their achievement suffers. This research will implement Project-Based learning (PBL) with the intention of increasing engagement, which is predicted to also increase achievement.

The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum

O'Sullivan, Fiona
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
95.96%
non-peer-reviewed; The purpose of this study is to examine the effectiveness of the Internet, as a resource for Project Based Learning (PBL) in the teaching of the Geography Primary Curriculum. We can clearly see the influence of new technology on society. Over the past two decades there has been a massive transformation in the way we access, research, process and transfer information. The Internet is a positive resource, with the power to transform schools and revolutionise children’s learning. The Department of Education and Science have shown their support for the use of the Internet through the increased availability of Broadband in Primary Schools. They have also provided increased opportunities for teacher’s professional development in the use of the Internet for teaching and learning. This research study will involve 6th class students from a Dublin Primary School, to use the Internet to search for information for a Geography project. This project will be based on the strand Human Environments and the strand unit; People Living and Working in a Contrasting Part of Ireland and People and Other Lands, from the Geography Primary Curriculum. The three countries involved in this research will include the United Kingdom, Japan and America. Students will participate in this research...

REFLECTIONS OF TWO COLLABORATING EDUCATORS TAKING A CONSTRUCTIVIST APPROACH TO PROJECT WORK IN AN ELEMENTARY CLASSROOM

JANSEN, LAURA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
75.94%
Project work has gained a prominent place in research for its significant educational potential (Blumenfeld et al., 1991; Fallik et al., 2008). Teachers, however, have not been providing project work with a prominent place in the elementary classroom (Blumenfeld et al., 1991; Fallik et al., 2008; Rogers et al., 2010; Tse, Lam, Lam, & Loh, 2005). To encourage and support teachers in practicing Project-Based Learning (PBL), we need to understand what motivates teachers to enact PBL, the challenges they face in doing so, and ways to support teachers in overcoming these challenges. To examine teachers’ lived experiences in enacting student-centered project work, the current study used the method of participatory action research (PAR). This method included the active participation of a teacher (Megan) and me (the principal researcher) in the design, enactment, and reflection upon a constructivist, whole-class project in an eastern Ontario Grade 5 classroom. The study was structured around two research questions: (1) what did we perceive as challenges and benefits of organizing and enacting a student-centered project, and (2) how did we perceive that our collaboration in organizing, enacting, and reflecting upon this project impacted our thinking and practices with regard to project work? Megan’s and my reflections were collected over the course of the project through two semi-structured interviews...