Developing Project Based Learning, Integrated Courses from Two Different Colleges at an Institution of Higher Education: An Overview of the Processes, Challenges, and Lessons Learned (original) (raw)
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Integrating Courses Through Project Based Learning
2012
Integrating three courses (one sophomore level, two senior level) through Project Based Learning (PBL) within the Industrial Engineering curriculum at the California Polytechnic State University, San Luis Obispo is presented. Three courses (IME 443 Facilities Planning and Design - senior level; IME 420 Simulation - senior level; and IME 223 Process Improvement Fundamentals - sophomore level) were linked by various mechanisms: Common industry projects, common students in two of the three courses; senior students having access to sophomores in their teams to carry out time consuming tasks such as time studies, and sophomores having access to seniors as team members, and as coaches and mentors. “Industry partners” opened their doors to a group of students to identify “process improvement opportunities”. Each student team included students from each of the participating classes. Scheduling of courses back to back in the morning provided students longer periods of class time to visit com...
2020
Curriculum design of University Degrees in Spain is mainly based on scheduling atomic, self-contained semester subjects during a 4-year period. This scheduling is driven by one major constraint: to ensure that previous subject prerequisites are met for each course. Thus, basic subjects without college-level prerequisites are typically scheduled in the first year, first semester, while the rest are properly planned in a sequential manner, complying the aforementioned condition. This is, basically, the only proof of inter-subject coordination in such degrees, taking place at the design stage. During the academic period, however, there is no vertical nor horizontal inter-subject coordination, not even among closely-related subjects. In order to increase inter-subject coordination and to exploit its potential benefit for students, the projectbased learning (PBL) methodology shows on the scene. This approach organizes learning around student-driven projects aiming to solve real-life problems. This close applicability to the real world expedites intrinsic motivation of students, and consequently, their learning process tends to be deeper and more significant. Furthermore, PBL applied at the inter-subject level increases curriculum cohesion and makes students more engaged and compromised with its global objectives. In this paper we describe the design of PBL models involving two pairs of programming-related subjects from the Computer Engineering Degree at the Universitat Politècnica de València. The first one associates the "Programming" with the "Data Structures and Algorithms" subject, while the second one engages the "Introduction to Video-Games Programming" with the "Digital Image Synthesis" one. It is an ambitious pilot programme that will require a high coordination effort among participating professors and student teams.
V Congreso Ibero-Americano de Emprendimiento, Energía, Ambiente y Tecnología (CIEEMAT), 2019
The present work describes the methodology of applying the theoretical principles of Project-Based Learning in the class room, for a single unit, Computer Architecture, in a undergraduate degree of Computer Sciences. The course structure is contextualized through the methodology and the various contents are exposed with regard to Project-Based Learning. The several assessments, tools and projects, are described and framed within the scientific contents intended. To evaluate the performance, global assessments results, and the students settlement, a questionnaire was applied, at the end of the semester, to all involved students, showing promising outcomes. The main achievement obtained with this work, is the demonstration that project-based learning can be applied in a more confined way, to a single unit, with the advantages of a global graduation approach.
Definition of a Coordinated Project-Based Learning Teaching Guide at Computer Science Studies
ICERI2021 Proceedings
The well-known active methodology of Project-Based Learning (PBL) is being used more and more at different educational levels due to a large number of advantages it presents. For example, PBL has demonstrated that it increases students' motivation, develops their autonomy and capacity for selfcriticism, reinforces the ability to exchange ideas and collaborate, and promotes creativity, among other advantages. Due to these benefits, several educational institutions are introducing the PBL methodology in their teaching-learning processes. The implementation phase of this type of methodology should be planned, managed, and carried out carefully, considering several aspects. One of utmost importance is collecting and registering all the critical information related to the contents, materials and activities of the subjects participating in the collaborative project through the PBL methodology. In this sense, the objective of this paper is to propose the definition of a coordinated PBL Teaching Guide that includes all this relevant information; containing, mainly: (i) PBL Project description; (ii) recommended previous knowledge; (iii) learning objectives and outcomes; (iv) PBL model milestones; (v) PBL model planning; (vi) evaluation; and (vii) bibliography. Furthermore, this proposal will define the formal guidelines for students and lecturers to define and frame all the related aspects to carry out the proposed PBL model. The definition of the PBL Teaching Guide will be based on a case study that involves the following two subjects from the Computer Engineering Degree that are taught at the Escola Politècnica Superior d'Alcoi (EPSA)-Universitat Politècnica de València (UPV): "Programming" and "Data Structures and Algorithms". This proposal has been developed in the context of an innovation and educational improvement project applied in the EPSA during the last two years, covering five degrees, 55 subjects, and more than 10 different PBL models.
Variations in Project-Based Course Design
Journal of Problem Based Learning in Higher Education
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
Experiences Translating Project-Based Software Engineering Courses into Online Courses
Journal of Engineering Education Transformations, 2016
Online education has seen an enormous growth in the last few years. In this paper we describe the design of three project-centric Software Engineering courses in an undergraduate software engineering program to be delivered online. The study examined three courses offered in face-to-face and online environments. The course goals, structure, learning objectives, and assessments were exactly the same. The courses were designed with hands-on and project-based activities in a cooperative learning environment using a Software enterprise pedagogical model. The paper presents a comparison of student performance on various course outcomes, working in teams, success/failure rates and lessons learned from translating a face-to-face course into an online course. These results can be useful to other educators and institutions in how to improve student learning outcomes and learner satisfaction in online environments and further improve quality of online course offerings.
Supporting the design and development of Project Based Learning courses
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.
— this paper reports on real world project based experience and learning with computer information science and technology projects and Penn State University campuses (Mont Alto & York). Working on the real world experiences improve the collaboration with industry and emphasizes on the team projects. This paper also deals with reasons for developing and implementing the real world project approach in IT project management, system analysis and design courses and Capstone project courses. It will also outline the modifications that were gained after the first experiences with this type of approach. Finally, we summarize the student's perspectives and learning experiences, as well as faculty experiences with collaborating with industry.
In this issue: Capstone Project Experiences: Integrating Computer Science and the Liberal Arts
2007
Abstract: This paper provides an overview and comparison of a one-year capstone experience using a two-semester software engineering project-based model, offered by two small, liberal-arts colleges, Lenoir-Rhyne College and Edgewood College. The capstone experience has been offered at both colleges for the past 15 years. The paper details the structure of the capstone project experience, concentrating on the integration of the liberal arts with the technical education of CS within the framework of project and team work. A discussion on the benefits and challenges of integrating liberal arts follows, with a specific focus on student preparedness for employment as IS/IT professionals. Recommendations for others teaching a professional program within a liberal