Abstract
Abstract The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral Calculus I. In this paper, we will share the strengths, weaknesses, opportunities and threats of the implementation of the active-learning (AL) environment in these courses. We will detail the courses’ plans, emphasizing the syllabus, pedagogical methodologies, assessment methods, students’ perceptions, and other related issues. Several questionnaires were posed to the students enrolled in these Math courses during the last three academic years. The statistical analysis of the gathered data provided valuable indications of students’ perceptions on the effectiveness of several AL methods, on the development of their own essential (soft+hard) skills. These skills will be a valuable resource to their future professional and personal lives. The 5th Industrial Revolution is just around the corner.
Highlights
Education institutions (EIs) are challenged to discuss the inexorable structural transformations imposed nowadays
With the aforementioned ideas in mind, we describe our experiences in the application of AL teaching frameworks at ISEP
The course syllabus was designed with the objective of providing the students with a fundamental knowledge of probabilities, namely definition, discrete and continuous probabilities most used in real world problems, Normal Distribution Additive Theorem
Summary
Education institutions (EIs) are challenged to discuss the inexorable structural transformations imposed nowadays. Challenge and Project-Based-Learning (CBL, PBL) In a PBL context students learn and develop soft skills while working for long periods of time, from one week up to a few months, in a real-world problem or challenge They thoroughly do research and provide a public product or a presentation to a wider audience. Challenge-Based-Learning (CBL) is an active-learning framework to solve real world problems It is a hands-on experiential learning which involves all participants, namely students, teachers, families, community members, promoting collaborative and cooperative work. Students work on open problems suggested by themselves or by the teacher They spot big ideas, ask significant questions, uncover Challenges, and gain an in-depth knowledge on multidisciplinary concepts. The idea underneath is that all learners are fully engaged, divide responsibilities and share ownership, and work for the well-being of the community [42]
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