Abstract
<span lang="DE">This work describes the research activities performed in the field of engineering education at Austrian Federal Colleges of Engineering (HTL) in collaboration with both Graz and Vienna Universities of Technology. To support the collaboration process in engineering education, a Product Data Management (PDM) system was introduced to several Austrian HTLs. In the academic year 2016/17, a field study was begun and that will continue in 2017/18 to determine how to enhance collaboration between students by using this kind of software and methods. This paper, which is continuing a paper presented at ICL2017 in Budapest presents the first results, obtained in the academic year 2016/17 of the survey and the impression of the lecturers regarding the level of collaboration within students’ design projects.</span>
Highlights
Working in teams is a key skill for engineers because coping with complexity in engineering projects demands the contribution of specialists in different engineering disciplines, rather than the work of a single designer [1]
In mechanical engineering design education is performed with special tools known as CAD systems, but for collaboration additional tools called Product Data Management systems (PDM) systems are needed
Overall the tasks are completed with an average of 62,58%, which is less than can be observed in common education design projects and may be an impact of stress during the field study
Summary
Working in teams is a key skill for engineers because coping with complexity in engineering projects demands the contribution of specialists in different engineering disciplines, rather than the work of a single designer [1]. When looking at different methodologies for engineering education, ProblemBased learning and Project-Based learning can be identified as the two major approaches within previous research. 8] determine in their paper the difference between ProblemBased learning and Project-Based (PBL) learning in the field of engineering education. They stated that “Project-Based learning is usually accompanied by subject courses For ProjectBased learning the role of a “product-oriented supervisor” is compared to a “processoriented supervisor” in Problem-Based learning scenarios She identifies a difference at the problem-solving level; that project work has more to do with both problem analysis and problem solution than Problem-Based learning which focuses mainly on problem analysis
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