Project-based Learning Course Research Articles

Transferring an Interdisciplinary Student Product Development Project to Full Online Conduction

"Product Innovation" is a 7-month product development course, conducted at the Institute of Innovation and Industrial Management with international and interdisciplinary student teams. A close connection and interaction between industry, students and research has been an important part of this project-based learning course. Due to the COVID19 pandemic and the worldwide occurring lockdowns, students were not able anymore to interact and conduct their projects in the proven manner. Being in a critical phase of the project, the course concept had to be reorganized and transferred to online conduction by using computer supported collaboration work within a few days. Both observations and surveys were used to compare changes in student´s behaviour and results of the project. This paper will describe 1) the original situation and course concept, 2) show how the course was transformed to online conduction, 3) describe the observations made and 4) analyse how the students experienced the transformation.

Effective Strategies for Project-Based Learning of Practical Electronics

Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN DISTRIBUTED PRODUCT DESIGN STUDENT TEAMS

AbstractThis paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.

Constructive Alignment Approach for Capstone Project with Industry Involvement: Case Study in Malaysia University

A capstone project is a project-based learning course designed to bring aspects of an undergraduate student’s experience. To have an effective capstone project, it is imperative to properly design the curriculum with involvement from the industry. To improve the performance of the capstone project course, we used the constructive alignment approach to design the curriculum. In constructive alignment, we mapped the intended learning outcomes, the assessment tasks and the teaching/learning activities interchangeably with each other. Experiments were conducted with students enrolled in the capstone project courses in our university from February 2016 to May 2017. The result shows that the new design was able to improve the attainment scores for both learning outcomes and program outcomes. This improvement was also in line with marks by industry experts indicating good potential.

Developing Core Competence With Project-Based Learning: Voices From Chinese High School Students Serving Visually Impaired Students

Highlights This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on “designing accessible garbage bins for VIS.” Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique.

Project-based Learning for English Majors: Design and Perception

Project-based learning (PBL) is a teaching approach that has students work on a common project in a collaborative environment. PBL has been found to have positive impacts on students’ confidence and critical thinking abilities. In an attempt to implement PBL in classrooms for students majoring in English language and literature and to provide an example of PBL to researchers and practitioners, this study outlines a PBL course designed for English language and literature students. A survey investigating students’ perceptions and level of satisfaction with the course was conducted to analyze their experiences with PBL. The findings showed that students who participated in the PBL course found it helped them improve their real world and practical English abilities and appreciated the feedback they received from the instructor. They also reported increased confidence in using English. Still, instructors considering the use of PBL should consider the issues of time management and teamwork building activities. Implications and considerations for implementing PBL are discussed.

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

A Community-Based Capstone Design Project to Build an Automated Urban Greenhouse

Over the past few years, the engineering programs at York College of Pennsylvania have added more community-based projects into the two-course capstone design sequence that all engineering majors take in their senior year. With capstone design already organized as a multi-disciplinary project-based learning course, it was a natural extension to develop opportunities for community-based projects. As a part of the initiative an automated urban greenhouse was designed, built, and delivered to a local city school to engage school students in sustainability and developing food awareness. A curriculum is being designed to include the greenhouse into the school activities. This paper discusses the process of including community-based projects into capstone projects involving a multidisciplinary student team. Expectations of the community-based project are presented. Detailed descriptions of the mechanical system, the electrical system, the sensor network, and the programmable logic controller are presented. System integration, on-site testing, and student outcomes assessment are also included.

Open project-based learning for dynamic adaptability of IT education

The pace of technological change is accelerating, the duration of the trends is becoming shorter and the number of technological alternatives to solve IT problems grows quickly. Keeping IT higher education course curricula up-to-date becomes more and more challenging. This paper presents an empirical study that aims to assess whether an open-statement and open-solution methodology in an IT-related project-based learning (PBL) course led to the adaptation of the skills learned by students to the trends of the main IT technology domains. The study analyses data from more than 90 projects by students from eight academic years of the course” Project on Information Technologies”, carried out by students in the last year of the Bachelor of Science in Informatics Engineering at the Barcelona School of Informatics. Our results identify a high correlation between the technologies chosen in student projects and technological trends, which shows that the methodology encourages students to incorporate the latest technological innovations in their project work plan.

A cultural perspective to project-based learning and the cultivation of innovative thinking

Studies on higher-order thinking skills advocate the importance of cultivating innovative thinking through project-based learning (PBL); yet, little attention was paid to students’ cultural background. Given the increase in international student mobility, the aim of this study was to examine the role of PBL in cultivating innovative thinking as perceived by international students from China and by local students. The participants studied the same PBL course, delivered by the same teaching staff, but in separate classrooms. Applying a mixed methods case study design, data were collected through pre- and post-questionnaires and focus-group interviews. The findings indicated that although the PBL process had a positive influence on cultivating students’ perceived innovative thinking in both groups, differences were found in behaviors that lead to the generation of innovative ideas. The Chinese students identified gains associated with behaviors of Observing and Questioning; whereas the local students identified gains associated with Idea Networking. The study presents a five-stage innovation cultivation PBL process that can be adapted to higher education programs, highlighting the need for cultural-sensitivity in designing and delivering courses for international students.

Essence of partnership management in project-based learning: insights from a university’s global project programme

Purpose Although it is clear that there are many benefits of academic–industry partnership through project-based learning (PBL) courses offered by universities, however, there are challenges in establishing such partnerships that if not addressed, may result in either failure of such collaboration or an unpleasant experience for parties involved. Accordingly, this study aims to address this knowledge gap in the PBL literature by identifying the essence of partnership management and offering insights to managing such partnerships effectively. Design/methodology/approach This study aims to develop a framework that highlights the essence of partnership management in a PBL setting and validate the framework by conducting a focus group study on a university in Singapore (UNIS)’s PBL programmes called UNIS-X and UNIS-XO. Findings The results suggest that the key features of partnership management include a value proposition, depth of collaboration, knowledge creation and exchange and continuous feedback. In addition, the findings offer useful insights to managing effective partnerships when engaging industry partners in a PBL programme. Originality/value For researchers, this paper contributes to the PBL literature by identifying and validating the key features of effective partnerships in PBL. This serves as one of the first exploratory and validation studies in examining key features of partnership in the PBL literature. For educators, this study offers useful insights to understanding effective partnership management when engaging industry partners in a PBL course. With the knowledge, educators can devise useful actions to ensure these features of a partnership are established and maintained throughout the project.

Numerical Computations of Vortex Formation Length in Flow Past an Elliptical Cylinder

We examine two dimensional properties of vortex shedding past elliptical cylinders through numerical simulations. Specifically, we investigate the vortex formation length in the Reynolds number regime 10 to 100 for elliptical bodies of aspect ratio in the range 0.4 to 1.4. Our computations reveal that in the steady flow regime, the change in the vortex length follows a linear profile with respect to the Reynolds number, while in the unsteady regime, the time averaged vortex length decreases in an exponential manner with increasing Reynolds number. The transition in profile is used to identify the critical Reynolds number which marks the bifurcation of the Karman vortex from steady symmetric to the unsteady, asymmetric configuration. Additionally, relationships between the vortex length and aspect ratio are also explored. The work presented here is an example of a module that can be used in a project based learning course on computational fluid dynamics.

Teaching Non-Majors Hydroponics: PBL in Higher Education

We designed an interdisciplinary project-based learning course in hydroponics for undergraduate non-science major students. Students worked in teams to design, build, and maintain plants in various types of hydroponic systems over the semester. In three semesters of teaching the course, students consistently demonstrated knowledge of course material and became confident in growing plants by hydroponic methods. Students reported the project-based, team-based, and mini-lecture aspects of the course increased their learning and motivation in the course.

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students’ prior experiences with PBL, and team dynamics. Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.

An Exploration Into Key Roles in Making Project-Based Learning Happen: Insights From a Case Study of a University

Given the challenges encountered in adopting project-based learning in higher education, it is important to understand how project-based learning pedagogy can be effectively delivered, hence, resulting in quality student learning from project experience. Recent work suggests that the instantiation of specific roles of the teacher and the student may be central in a project-based learning course. Using a case study of UNI-X with a focus group approach, we examined the roles played by the teacher and the student in project-based learning courses. Results suggest that the teacher plays the roles of a designer, champion, facilitator and manager in a project-based learning course. To ensure learning is effective, the student has to play the roles of a self-directed learner and a warrior when completing his or her project. Our study also identifies the existence of role ambiguity and role conflict in project-based learning courses and we discuss how role conflict could impact the effectiveness of student learning. Implications for research and practice are highlighted.

STRATEGIC PROTOTYPING TO LEARN IN STANFORD UNIVERSITY'S ME310 DESIGN INNOVATION COURSE

AbstractThrough a strategic learning process, prototypes unveil design directions. We provide a review of prototyping methods for novice designers to study and pedagogical practice for capstone design course faculty to juxtapose. Stanford University's ME310 graduate-level project-based learning course introduces students to various prototyping design techniques, such as Needfinding and Benchmarking, and prototyping methods, such as the Critical Experience Prototype, Critical Function Prototype, Dark Horse Prototype, Part-X is Finished, Funky System Prototype, and Functional System Prototype.

An exploration into key roles in making project-based learning happen

PurposeOne of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.Design/methodology/approachThe strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.FindingsThis paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.Originality/valueFor researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

Integration of different assessment approaches: application to a project-based learning engineering course

Formative assessment and self-, peer- and co-evaluation strategies for assessing students’ learning have been developed and applied, over two academic years, to 75 students on a project-based learning course in the Chemical Engineering Degree at Cantabria University (Spain). The project proposed for teamwork learning in the Process Design course was the preliminary design of a second-generation bioethanol plant. Rubrics of formative assessment and evaluation generated positive reinforcement for the student advancing through the consecutive learning stages. The negotiated co-evaluation process has proved to be an effective tool for reflecting the distinctive contributions of each working group member, which are then successfully incorporated in the final individual mark set by the teachers. Students' perceptions regarding the proposed assessment approaches have been obtained by creating and applying an anonymous and voluntary survey instrument. The active participation of the students in the design and application of rubrics using specific criteria is proposed for peer-assessment processes in learning activities with high qualitative content and more susceptible to subjective capabilities such as oral presentations. We consider that the assessment, learning methodology and the experience gained with the survey results contribute to enhanced achievement of the learning outcomes, and to enhanced quality in the teaching-learning process.

Replacing Final Exams with Open-Ended Course Projects in Engineering Education

Over the last twenty years, assessment methods in Engineering education have shifted to focus on evaluating desired learning outcomes. Both Mills and Treagust (2003) and Olds, Moskal, and Miller (2005) credit the paradigm shift to accreditation procedures that report program inputs and document achievement of learning objectives. High-stakes final exams have been, and still are, widely used in Engineering education as the primary means to evaluate student learning (Flores, Veiga Simão, Barros, & Pereira, 2015). Although considered objective and efficient for large class sizes, Knight (2002) points to shortcomings associated with final exams including ineffectiveness at evaluating certain types of outcomes and a distorting effect on the taught curriculum. However, overcoming these shortcomings is possible through project-based learning and open-ended course projects.
 Project-based learning is a form of experiential learning that gives students the opportunity to apply theoretical concepts while developing higher-order skills (e.g., critical thinking, synthesis, and evaluation) and soft-skills (e.g., communication, management, and teamwork; Mills & Treagust, 2003). Based on three different experiences with large-scale open-ended projects, Daniels, Faulkner, and Newman (2002) conclude that the use of course projects enhances student learning while better preparing them for their future careers. Flores et al.’s (2015) findings support this notion by demonstrating that students perceive assessment methods that require active involvement as more fair and effective.
 This workshop aims to increase awareness around the importance of assessment and highlight that high-stakes final exams, although widely used, have a number of flaws that may bias evaluation and impact student learning. The workshop’s main goal is to introduce project-based learning as an alternative to final exams and develop skills to identify where and how instructors can use open-ended course projects effectively.

Projects of Consequence: Interdisciplinary WIL Projects Designed to Meet the Needs of Partners and Students

The focus of this paper is the design and development of an innovative project-based work-integrated learning (WIL) course that enables undergraduate students from all faculties to work in interdisciplinary teams with partner organisations from the public, private, and community sectors. Projects are co-designed with partners interested in students from multiple disciplines bringing insights to problems that might not otherwise be resourced by their organisation. These ‘projects of consequence’ are unstructured, ambiguous and complex, requiring student teams to synthesise their different disciplinary knowledge. Student learning is supported by course curriculum design that includes proven pedagogical practices such as: ongoing feedback from partners; students working in autonomous small teams; academic supervision of teamwork; learning support before and during project work; debriefing; providing a safe, supportive space to experiment with new ideas, embracing the prospect of failure and to develop resilience; all underpinned by reflection so as to process, understand and integrate students’ experiences. The versatility of the course design was demonstrated by the rapid change from face-to-face delivery to an entirely online learning environment in response to the COVID-19 pandemic. The challenges and adaptations include changes to the way student teams worked, the additional support needed by students, and adjustment in the mode of interactions with partners.