Collaborative Project-based Learning Research Articles

Project-based collaborative engineering learning to develop Industry 4.0 skills within a PLM framework

Training and learning methods for engineering students, in the disciplines of product design and manufacturing, are becoming more difficult and complex since they have to integrate theoretical technical knowledge, skills in computer-aided applications (CAx) and skills in collaborative work practices. Product Lifecycle Management (PLM) tools support structured collaborative practices and CAx supports engineering content creation. Both types of software applications are key in the Industry 4.0 development. They also evolve over time, incorporate new functionalities, and change their graphical user interface (GUI), adding complexity to the learning process. Traditionally, engineering education addresses the learning of CAx and PLM tools separately, hindering a holistic learning experience to the students. This communication presents a structured integrated vision of these tools and their learning. Project-Based Learning (PBL) is proposed as a learning approach suitable to provide a learning experience that facilitates the development of Industry 4.0 skills and competences.

Industry-University Collaborative Education in Osaka University

This article reports the industry-university collaborative PBL (Project-Based Learning) class of engineering design named “Product Design” in the department of mechanical engineering, Osaka University. It has been offered for the graduate students of mechanical engineering since 2005 because of the backgrounds on the trends of manufacturing industries and design engineering. 20 companies have provided 84 projects in 12 years. The questionnaire survey reveals that both students and industies are satisfied by the PBL class.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

La enseñanza de la arquitectura en la sociedad actual. La integración de las nuevas formas de práctica profesional en el Taller de Arquitectura

Nowadays, the professional practice is undergoing changes that are affecting the architects’ work. Architectural studios are reinventing themselves to adapt to new social, technological and productive demands. However, despite the changes that are occurring in the profession, the training of architects in schools continues to focus on educational models that have grown more and more distant from the professional demands. In view of this, schools have been forced to revise their programs in order to develop teaching methods that enable them to adapt to the current situation. Thus, the traditional model of the Design Studio, considered as the core of education in architecture, is undergoing a transformation process. This essay focuses on some of the driving factors that are currently present in the professional practice and their impact on the training of architects. Especially it analyses how the traditional model of the Design Studio is evolving into new interdisciplinary, interdependent and interconnected learning spaces. It also explains some examples based on emerging educational models –Blended Learning, Collaborative Project-Based Learning, Digital Learning, and Practice-Based Learning–. Finally, some hypotheses about the future of the Design Studio are formulated.

ONLINE COLLABORATIVE LEARNING ELEMENTS TO PROPOSE AN ONLINE PROJECT BASED COLLABORATIVE LEARNING MODEL

Interest in collaboration is a natural outgrowth of the trend in education toward active learning. Many researchers have found that the advantages of collaborative learning; improves academic performance, promotes soft skills development (i.e., communications, collaboration, problem-solving and critical thinking skills), and increases satisfaction in the learning experience. Nevertheless, several studies have reported the complete opposite. In that respect, based on previous findings, three elements that are involved in the effectiveness of Online Collaborative Learning Environments are; Learning Environment, Learning Task, and Learning Interaction. This report proposes to determine the elements that can clarify all of the previously identified factors. Using the same approach as prior work, this study was conducted qualitatively; in the form of a document review. The outcome of this work suggests that (i) the learning interaction factor consists of learner-learner interaction and learner-teacher interaction elements, (ii) the elements of the learning design factor are content, process, evaluation, and time constraint, and (iii) usability, accessibility and stability are the ingredients of the learning environment factor. This study also proposes an Online Project-Based Collaborative Learning model. This model is currently only in a conceptual phase and requires significant development before it can be used to gather data. Therefore, in the next stage of this study, a prototype will be designed and developed; based on the proposed model.

Project-Based Collaborative Writing In Teaching Grammar For Students With High And Low Motivation

Although the body of literature has been supporting the use of Project-BasedCollaborative Writing (PBCW) to teach grammar, there is still huge urgency tomeasure its effectiveness for language learners with different motivation. This studyaims to investigate the effectiveness of PBCW, the effect of motivation in teachinggrammar for ten graders,and the interaction among techniques, motivation, andstudents’ grammar. The study employed a 2X2 factorial research design involving 48students in two experimental groups and two control groups. The samples were dividedinto students with high and low motivation group. The data were collected by usingpretest and posttest techniques. Statistical Package for Social Sciences (SPSS) was usedfor analyzing the data. The result showsthat project-based collaborative writing andcollaborative learning techniques are more effective to be used to teach grammar forstudents with high motivation as compared to students with low motivation. The resultalso reveals that motivation does not really affect the students’ grammar performance.However, there is still different improvement between students with low and highmotivation in their grammatical accuracy. Lastly, the analysis of variance shows thatthere is no interaction among students’ motivation, techniques, and students’ grammarwith the level of significance at 0.934. The study suggests that teachers must be able toconsider the presence of both variables in teaching and learning, especially to teachgrammatical accuracy.Keywords : Project-based collaborative learning (PBCW), collaborative learning, highand low motivation, grammar

The effect of online collaborative project-based learning on English as a Foreign Language learners' language performance and attitudes

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

Language Choice Among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners’ Plurilingual Practices in Out-of-Class Computer-Mediated Communication

Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students’ out-of-class practices, for example, in collaborative project-based learning. To fill this gap, the article tracks the out-of-class activities of 16 students (four project groups) involved in project work on a course in English for science students at an English-medium university in Hong Kong. An analysis of students’ computer-mediated interactions (Facebook, WhatsApp and email) shows that these interactions are plurilingual, with students drawing on English, Chinese and mixed code to different extents as they go about their project work. Different languages are used strategically: whereas L2 is used more in the construction of the final project product, L1 is used more to promote group cohesion. The findings suggest that, in plurilingual contexts like Hong Kong, it is necessary to develop an English language pedagogy that acknowledges the need for the constructive but judicious use of translanguaging and plurilingual practices as students are engaged in L2-focused (e.g. EAP) project-based group work.

Preparing Smart Students Through Performing Problem Based Learning Activities Within University-Industry Collaborative Knowledge Sharing Platform

Abstract During last few decades, different teaching and learning approaches have been proposed around the world aiming to enhance the student’s knowledge acquiring ability. The purpose of this paper is to explore a modified problem based and project based learning (PBL) approach, which helps to develop smart students through acquiring knowledge using various sources from University and Industry. In this research, a collaborative knowledge sharing platform has been developed within PBL activities through engaging the facilitators both from University and Industry. After practical application of proposed approach within textile engineering domain, the student’s knowledge acquiring ability has been assessed through conducting a survey. The Survey results revealed that the students have upgraded their knowledge level significantly through acquiring knowledge both from University environment with the help of faculty members and Industry environment with the help of technical experts. This article has pointed out the necessity of collaborative PBL activities within University and Industry for developing the knowledgeable and smart students in order for better performance in their future carrier.

Evaluación de una experiencia de aprendizaje colaborativo con TIC desarrollada en un centro de Educación Primaria

Se presentan los resultados de la evaluación de un proceso de aprendizaje desarrollado a través de la participación de alumnos de Primaria en proyectos de aprendizaje colaborativo con TIC que tratan de fomentar la creatividad de los alumnos utilizando tecnologías emergentes (Proyecto I+D+I, subvencionado por el Ministerio de Ciencia e Innovación, Ref. EDU2011-28071). Para ello, se ha utilizado una escala de evaluación en formato de diferencial semántico construida y validada por los propios investigadores. Se ha aplicado de una muestra de 140 alumnos y los resultados obtenidos apuntan a una valoración positiva del proceso de aprendizaje por parte de los alumnos, especialmente la organización del trabajo, la cual se convierte en una variable clave para el éxito de estas metodologías.

Collaboration, intragroup conflict, and social skills in project-based learning

This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning outcome and used effectively as an instructional method by understanding what causes task-, process-, and relationship-related intragroup conflict and how social skills are related to intragroup conflict and collaboration at both the individual and group levels. Literature suggests that, while task-related conflict serves as a catalyst for collaboration, process- and relationship-related conflicts are detrimental to collaboration and impede learning. Social interdependence theory suggests that social skills play an important role in enhancing collaboration and resolving conflicts. Data were collected through online questionnaires and follow-up interviews. Interview data were analyzed using a qualitative data analysis approach. The survey data were analyzed using multi-level structural equation modeling, which allowed us to reveal an interesting relationship between group-level social skills and collaboration. Results suggest that different individual difference factors triggered each type of conflict, and most of the groups experienced more than one type of conflict simultaneously. Task and process conflicts were often transformed into relationship conflict, when social skills were lacking. Interestingly, group-level social skills were more influential than individual members’ social skills in reducing intragroup conflict and enhancing collaboration.

A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

<p>This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach was applied to explore these aspects using a variety of data sources. First, students’ reflections were evaluated to determine their level of cross-cultural understanding. Second, students’ messages on the discussion board were analysed to explore their cross-cultural learning process and types of communication. Third, interviews were conducted with the students and their instructor to investigate their experiences and perceptions with respect to project-based cross-cultural learning. Results of this study show that cross-cultural learning took place in the 3C online environment. Folk games, learning activities, were interesting, drew students’ attention, and stimulated their motivation. The students and the instructor positively perceived the 3C online environment as it created an authentic learning environment by connecting students from different cultures. Educational, technical, and communicative types of communication in the 3C environment were derived; however, only communication of the educational type could facilitate cross-cultural understanding. Based on the results, this study provides implications and suggestions for the teaching and research community in the field.</p>

Arquitectura orientada a servicios, un enfoque basado en proyectos

In this paper we present the methodological approach we are using in Service Oriented Architecture (SOA), which is taught as a mandatory subject during the third course in Informatics and Services degree at the Escola Universitaria d'Informatica Tomas Cerda . This subject, innovative at grade level, proposes, in the theoretical part of its methodology, to teach the SOA properties and characteristics in a conceptual way and in relation to the current technology. As a result, the students are provided with the required elements to assess the current SOA product supply and they acquire the SOA knowledge beyond of a concrete product line. In the practical part, we choose project-based collaborative learning model supported with video-tutorial, we achieve the pupils could propose and develop a web services based project during using only a laboratory week. This method allows the students to learn in a practical way the technology concepts of SOAP, ReST, and service bus.

Accountability for Project-Based Collaborative Learning

One perspective model for the creation of the learning environment and engendering students’ thinking development is the Project-Based Collaborative Learning (PBCL) model. This model organizes learning by collaborative performance of various projects. In this paper we describe an approach to enhancing the PBCL model through the creation of result-based accountability. Enhancing the model results in organizing PBCL as a two-phase process creation of accountability for the students and their learning results, with specific formation of a knowledge heterogeneous collaborative group, and the design of a learning assessment system. The teacher is accountable for teaching the subject through a sample project realized during the first phase of the process. Collaborative performance through group projects is realized in the second phase of PBCL. Student accountability for performance of determined project tasks is created on the basis of self-assessment of knowledge. A collaborative group is formed as a result of the coordination of personal accountabilities of students, taking into account teacher requirements providing students’ shared accountability in performance of a group project. The learning assessment system includes: the initial formative assessments when studying a subject according to knowledge levels, inducing the building of higher-order knowledge; self-assessment that allows student accountability for learning outcomes; assessment knowledge built by students, owing to collaborative project performance; assessments when studying a subject; assessments of collaborative skills and accountability skills, and combined summative assessments. The approach promotes the collaborative building of knowledge, facilitation of knowledge sharing among students, and effective construction of higher-order thinking skills, collaborative skills, and accountability skills.

Managing innovation at the centre for Digital Media

This article provides an overview of a professional graduate degree, the Master of Digital Media (MDM). The MDM is a unique joint venture of four institutions of higher learning in Vancouver, Canada (UBC, SFU, ECUAD, BCIT). Created with the support of the regional government, the program employs a collaborative project-based learning design model. The students learn innovation management by constructing digital media artifacts that attempt to solve real-world problems proposed by an industry partner. We describe the origins, academic structure and project-based course outlines, and emphasize the importance of remaining relevant to the changing landscape of the digital media industry while iteratively creating programs that provide our students with the opportunity to succeed upon graduation.JEL codes: O31, I23

Detection of an ABCA1 variant associated with type 2 diabetes mellitus susceptibility for biochemistry and genetic laboratory courses

We selected diabetes mellitus for this laboratory exercise to provide students with an explicit model for scientific research concerning the association between the R230C polymorphism and susceptibility to type 2 diabetes mellitus, which is highly prevalent in the Mexican population. We used a collaborative project-based learning to engage students to direct their own learning process. Students worked in small groups with the same learning goal to research, organize data, and present seminars to experimentally genotype the C230 variant and correctly interpret their results. At the conclusion of this laboratory exercise, the students were able to demonstrate a clear understanding of the relevant biological molecular principles to genotype the C230 variant, showed technical competency to carry out the experimental protocols with proficiency, and interpret their results using statistical analyses. The students discussed their understanding of the genetic technologies and the broader social and ethical implications of the research. A randomly selected team was trained to work as a "sentinel" to monitor their classmates and ensure the proper application of techniques. Moreover, the evaluation of this exercise is shared between the students and the instructors; the students evaluate their own work and the performance of their classmates. At the end of the course, the students complete a questionnaire to anonymously provide feedback and information regarding their perception of the learning outcomes. Overall, the student feedback was positive, indicating that the exercise was useful and that it would help to prepare the students for professional practice.

Master in Teacher Training: A real implementation of Active Learning

Teaching methods based on lectures often result in student passivity rather than pro-activity with the only goal of the student being to pass the final exam. Consequently, content retention is temporary and true learning is not achieved. Lack of student motivation can be solved by using Active Learning methodologies: serious games, Project-Based Learning (PBL), blended learning, etc. In addition, these methodologies enhance the development of the competences of students and provide a better evaluation of outcomes, provided adequate tools are used. However, apart from this, a more profound use of Information and Communications Technology (ICT) is needed to improve the effectiveness of learning and to create a learning system adapted to our current society. Learning Management Systems (LMS), social networks and blogs are indispensable for the efficient application of innovative learning methodologies. The Master in Teacher Training (MTT) provides an ideal case study as the most relevant features of Active Learning are present. The main contributions to this learning environment have been the incorporation of Active Learning methodologies (using real scenarios and project-based collaborative learning), an innovative method for assessing the Master and the impact of technology in learning. All of these have resulted in very positive results in relative to academic marks, surveys and entrepreneurship.

건축교육헌장에 기초한 커뮤니티 디자인교육에 관한 연구

Community design education has covered the worldview dimension of the collaborative courses for sustainability draws on the architectural expertise developed in a network of community projects and therefore case studies of design education by the collaborative project-based learning in terms of participants, students, teachers and architects, such as `Learning By Design` for the K-12 comprehensive program in Massachusetts addresses how a local society can make its community sustainable by both design and education. To understand that community design and education can provide professional development in all levels of skills and knowledge across disciplines and opportunities for collaborative learning and problem-solving, this research consists of case studies of the community design education including social systems that assist in organizing the local educational program as well as promoting the programs with public awareness of the community. It covers the UNESCO-UIA agenda of the community design and education that is to enhance the physical environment relating to human interaction by developing innovative alternatives of existing community and contributing voluntarily to neighborhoods through design. As the community design collaborative of design professionals and users is a structural approach to assess design quality, the cases address how to set up the architectural program in order to share pro bono design service and provide high-quality design resources available for sustainable environment.

Information Literacy and Collaborative Practice through Project Based Learning: Experiences of First Year Teacher Candidates

This paper explores the perceptions and experiences of first year pre-service teacher candidates regarding collaborative project-based learning. The project involved the creation and management of campus wide informative exhibits that address disability-specific inclusive practice. Results indicated a strand of pervasive resistance and other challenges related to communication, scheduling and work ethic, school culture, and precollege experiences. Respondents shared a need for leadership and advocacy development

Online Project-based Collaborative Learning: Complex Evaluation of Students

Online Project-based Collaborative Learning: Complex Evaluation of Students