Active Learning Under the Industrial Engineering Perspective of the Second Year Students (original) (raw)
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While in countries like Brazil, the concern is still the training of instructors in the use of active learning strategies and methods, in countries such as the United States, Denmark, Sweden, Australia, for at least two decades, research has been placed at the service of teaching and teacher professional development and projects are developed so that research in Engineering Education is carried out with greater rigor. In this context, this research work aims to evaluate a set of interventions presented at the 43rd edition of the Brazilian Congress in Engineering Education (COBENGE), from the year 2015, because of the theme of the event: "Active Learning: Collaborative Engineers for a Competitive World. Thirty-six papers presented in this edition of COBENGE and that were related to active learning were analyzed to determine whether they are papers that address interventions such as an effective teaching (ET), a scholarly teaching (ST), a scholarship of teaching and learning (SoTL) or an engineering education research (EER) work. Our results show that from the 36 papers analyzed 25 are ET, 1 is ST, 2 are SoTL, 4 are EER works, and 4 could not be characterized in any of the levels. We present and discuss the approach built for the analysis performed based on the characteristics pointed out by the literature for ET, ST, SoTL and EER. It is worth pointing out that ST and SoTL are concepts little known to the Brazilian EE community. This research work is a starting point to evaluate the state of engineering education research in Active Learning in Brazil.
Australasian Journal of Engineering Education, 2013
This work corresponds to the implementation stage of the curriculum reform using a CDIO-based approach that is currently underway at the School of Engineering, and which was previously described in [1]. Before this curriculum reform process, both first-year computer science and industrial engineering students had only one introductory course to their field of study, meeting just once a week for an hour. After the curriculum reform process, first-year computer science students take an Introduction to Computer Science course during the first semester, and a Programming Laboratory during the second semester. Similarly, the industrial engineering program now includes an Introduction to Industrial Engineering in its first semester and an Engineering Communication course in its second semester. These four first-year courses have been designed using CDIO standards 1, 4 and 8 as guidelines and have been formulated to include active learning in its many forms such as project-based learning, problem-based learning, case studies, small group discussions, oral presentations and reflective memos. The impact of the redesign of these first-year courses was assessed via anonymous student surveys taken the first week of class and at year end. Students also had to submit a short reflective memo on their experiences with each course. Our results show an improvement in student understanding of their professional endeavor and increased student motivation for their engineering programs. Student surveys registered high degrees of satisfaction with active learning techniques. Students also really appreciate working in teams, and receiving immediate feedback both from their instructors and their peers.
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This paper aimed to point out trends observed in Brazilian engineering education, especially production engineering, at two main Brazilian academic events held annually: Enegep (National Meeting of Production Engineering, organized by the Brazilian Association of Production Engineering), and Cobenge (Brazilian Congress of Education in Engineering, conducted by the Brazilian Association of Engineering Education). Therefore, from the quantitative survey of papers published in the annals of these congresses, between the years 2007 to 2018, it was possible to identify some trends that should be highlighted. There is an increase in research focused on active learning in engineering education, whether addressing specific methodologies or addressing the topic more broadly. The results showed the most used methodologies are Problem Based Learning (PBL) and Project-Based Learning (PjBL).
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Project Based Learning is an active learning approach with some good results perceived by students, academic staff and employers. A decade of experience and research at the Industrial Management and Engineering (IME) Integrated master programme at the University of Minho has provided strong evidence of its advantages and disadvantages. One of the PBL approaches being applied is based on projects in real contexts, where student teams must analyse and improve aspects of production systems in different companies in the region. The soft skills development as well as the attractiveness of such projects for students are common topics to be explored in such type of initiatives. The objective of this paper is to collect evidence on how such real context projects can be effective in developing specific technical knowledge on students. The technical knowledge covered in this article is based on the curricular unit "Production Systems Organization II" of the 7 th semester of the IME programme. Data collection was based on the application of questionnaire to students involved in this semester (n=62). The results show that student perceptions on the effect of the project is, in average, considered "important" (4 in a Likert scale) and that the learning outcomes mostly influenced by the project are related to issues such as the nature of the project and the typology of the company. More complex production systems with complex production flows, high variety of products and more process steps together with more skilled management people, seem to bring better results in student's understanding of the learning outcomes developed with the project.
ACTIVE LEARNING TECHNIQUES IN ENGINEERING EDUCATION
The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which gives students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods where in student is involved diversely to learn the course. This paper gives a comprehensive study of past and present researches which is going on with flipped class room, thinks pair share activity and peer instruction.
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Active learning refers any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching Green Engineering Principles and Applications as a compulsory course in environmental engineering department curriculum, Curtin University Malaysia. Green engineering can be defined as an approach of the design, process, product and commercialization that follow environmentally conscious attitude, principles and values combined with multidisciplinary engineering science that to minimize pollutant and promote local and global sustainability. Green engineering encompasses the conceptualization and implementation of reducing environmental impacts, maximize energy efficiency and develop the greener processes and product that bring environmental and economic benefit. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through case studies, problem solving and discussion has been developed. In conclusion, introducing the active learning to the students on solving any problems improve the students' ability in achieving the course outcome and thus the programme outcome of the
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Things done are better remembered than things that are just heard or seen. In Project based learning pedagogy, the course content is delivered by assigning problem statements pertaining to real life situations to a group of students. For the assessment and evaluation of the course, the students have to give a presentation and a demo of the solution for the given problem at the end of course. So the students get sufficient time to work on the solution for the given problem. However, the work of the students is regularly monitored which helps in refining the proposed solution, looking for alternative solutions etc. In the process of solving these problem statements, the students apply the knowledge they have gained in various courses they have undertaken. In this process, the problem solving skills and employability of the students is greatly enhanced. In this paper, the authors have implemented project based learning pedagogy for two third year courses in Instrumentation Engineering Curriculum. The paper describes the aptness of this teaching pedagogy for the selected courses, activity planning, formulation of problem statements, progress reviews, and feedback. Through this activity, the authors found out that technical and nontechnical skills of the students were greatly enhanced. Technical skills like, Problem formulation, System designing, etc are developed among the students. Effective communication, working in a team, developing a multidisciplinary approach, finance related planning are some of the non-technical skills found to be cultivated among the students. This ultimately develops life learning ability among the students.
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Team-Based Learning (TBL) is an active learning strategy, used for the first time in medical education, and its use in Engineering Education is still not well established as in health science education. This work is about an experience of use of TBL in two consecutive years (2017 and 2018) in undergraduate Engineering course in a public university in Brazil. The objectives are to describe an experience using TBL, its impact over students' performance and perception of students and teacher about this approach. Initially, students were divided into groups from 5 to 7 members. The subject of the courses was divided into 4 modules, each one of 4 weeks. Each module started with the Readiness Assurance Process - RAP (pre-class individual assignment, e.g. readings), followed by in-class Individual Readiness Assurance Test - iRAT, and Team Readiness Assurance Test - tRAT. Both tests were applied using Information Technology tools, in this case either Socrative, or Kahoot or Plickers. Du...