Abstract
This study describes the processes of projecting and implementation of project-based learning at Nizhniy Tagil Technological Institute of UrFU. We observe the adopted conception supposing cooperation of teachers, external and internal consultants and experts, customers and students; such cooperation is aimed at creating a unique product, service or technological advance and results (besides the product, service or technological advance) in planned and extra educational outcome. The principal goal of adoption of project-based learning at the institute is to adjust the academic departments of the institute according to the business-based model. The main idea is that “A specialists grows in a professional environment”. Such an environment should be created through organization of project activities at the institute with professionals participating as experts, consultants or customers. Representatives of the professional community will benefit due to the opportunity to “see their future workers at work”, test their adventurous ideas and implement projects with limited budget. By stimulating business activities, the institute becomes a center of much-in-demand competences, forms technological advances and favors emergence of research teams. The study presents methodical and organizational practices and the achieved results.
 Keywords: education, project-based learning, training, competence, implementation, learning-by-doing, skills, practice
Highlights
This study describes the processes of projecting and implementation of project-based learning at Nizhniy Tagil Technological Institute of UrFU
Having studied a number of works on the subject of project learning and modernization of engineering education [1,2,3, 6, 7, 12], CDIO approach [4, 5, 11] and Ural Federal University experience [8,9,10, 13] we will keep to the following description of project-based learning: it is cooperation of teachers, external and internal consultants and experts, customers and providers; such cooperation is aimed at creating a unique product, service or technological advance and results in planned and extra educational outcome
Education outcome should be planned at project launch; planned and extra education outcome should be evaluated upon completion of the project
Summary
Having studied a number of works on the subject of project learning and modernization of engineering education [1,2,3, 6, 7, 12], CDIO approach [4, 5, 11] and Ural Federal University experience [8,9,10, 13] we will keep to the following description of project-based learning: it is cooperation of teachers, external and internal consultants and experts, customers and providers (students); such cooperation is aimed at creating a unique product, service or technological advance and results (besides the product, service or technological advance) in planned and extra educational outcome. Education outcome should be planned at project launch; planned and extra education outcome should be evaluated upon completion of the project
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