Abstract
This paper aims to present an active learning model for the implementation of in-novative teaching-learning practices in Higher Education, based on Active Learn-ing Methodologies by highlighting especially, PBL – Problem Based Learning using Rapid Prototyping devices. In order to apply PBL’s methodology to the courses, an implementation model with four levels of implementation was devel-oped. Each level has four class attributes, which are the problem’s scope, student autonomy, teaching role and classroom space-time. The obtained results show that the students demonstrate higher levels of interest, participation, and involve-ment with classmates, motivation and content’s perennial assimilation. With the application of these methodologies, skills required by job market, such as team-work, relationship, collaboration, proactivity and entrepreneurship are also devel-oped.
Highlights
Introducing active learning in Higher Education is challenging because it brings disruptive changes in the way that teaching and learning process traditionally occurs
Many institutions identified the need for a cultural shift in order to rescue the societal relevance, nature and protagonism of undergraduate engineering courses, which were based on traditional curriculum [1]
Based on research of Problem-Based Learning (PBL) applications in engineering courses, in previous inquiries [4], [7], [8], [9], as well as having institutional visits to American universities (MIT and Olin College in November, 2016) and through experiences we have had in our own institution, it was developed a PBL implementation model for engineering courses’ curriculum (Fig. 1)
Summary
Introducing active learning in Higher Education is challenging because it brings disruptive changes in the way that teaching and learning process traditionally occurs. This methodology engages students in active learning, and in addition, it promotes and increases students’ cognitive and practical abilities, as well as developing other important skills to professional life, such as collaboration, teamwork, creativity and proactivity to solve problems and face challenges. At this point, the materialization of solutions, made via Rapid Prototyping (RP) resources becomes the class’ synthesis, promoting a perennial and meaningful learning. Taking into the consideration how complex Higher Educational settings are and how difficult it is to implement new learning models; we propose to implement the PBL-based learning model gradually
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