Project Based Learning Methodology Research Articles

Project-Based Learning as a Tool for Sounding Perception and Developing Socio-Emotional Skills in 4th-Grade Students

This reports an analysis of the application of Project-Based Learning (PBL) methodology with a group of 17 students of the 4th grade of an elementary school at Taubate town, Sao Paulo State, Brazil. The objective was to teach concepts related to noise pollution in order to educate kids committed to the environment. The project was developed with teams using eight stages applied between April and June of 2018. The social-emotional skills were observed at all stages, which contributed to the development of the concept of pollution. Although some students had shown difficulties to work in teams, they finished their activities and recognized their needs to improve collaboration. In addition, they also understood the dangers of noise pollution and the importance of changing habits in their daily lives.

Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects

In higher education, it is usual to separate the theoretical contents from the practical ones and use teacher-centered methodologies. This fact makes students lose motivation due to the lack of connection with real professional tasks. Conversely, student-centered learning methods, such as project-based learning (PBL) or flipped classroom, aim to integrate both theoretical and practical contents and to apply them on real-world problems, thus increasing the students’ motivation and involvement. These methodologies are usually applied in the last years of a degree, but it is difficult to find them in basic first-year subjects. The aim of this paper consists in assessing the application of a PBL methodology in the first-year subjects of computer engineering. This methodological change aims to achieve a significant improvement in the students’ learning achievement of the core subject computer fundamentals. The project involved in the PBL proposal consists of developing a portable calculator. The performance of the PBL group is compared with that of other groups with a traditional, teacher-centered learning system. The evolution of the knowledge acquisition is determined by means of an initial evaluation and a final assessment after developing the project. An exhaustive statistical analysis is performed so as to evaluate the PBL application. Quantitative results show a significant improvement in the experimental group marks, which increased by up to 20% compared to the control groups. As a conclusion, applying PBL and flipped classroom engaged students within the subject, thus achieving a deeper understanding of its theoretical concepts.

Enhancing Entrepreneurship Education in a Master’s Degree in Computer Engineering: A Project-Based Learning Approach

New master’s degrees in computer engineering, designed according to Spanish government requirements, include both technical and business subjects to provide advanced knowledge compared to undergraduate studies. In spite of acquiring this advanced knowledge, our students are not always aware of the significant added value and the positive elements the master’s degree provides for their future professional careers. Moreover, we have observed that students regard the different subjects as isolated blocks of knowledge. To tackle these problems, we have carried out a learning experience based on the creation of a technology-based enterprise (TBE) through the development of a common project (CP). Drawing on project-based learning (PBL) methodology, the CP consists of the identification, development, and final oral presentation of a business model. It aims to utilize sensor data and analysis in different domains. The experience has been highly positive, reducing the gap between studies and business practice, and increasing coordination among teachers. A key issue is that all the subjects of the master’s degree are involved in this learning experience. In addition, results show a high level of satisfaction with the master’s degree, compared to other similar courses.

Project-Based Learning Applied to Distillation and Absorption Education: Integration Between Industry and a Chemical Engineering Undergraduate Course

In this work, a successful methodology of Project-Based Learning (PBL) applied to distillation and absorption process education in an undergraduate course on Diffusional Transfer Unit Operations (DTUO) is presented. What is considered essential for the success of the program is the interaction between the discipline and industry. In the presented case study, 10 student teams developed virtual plants for a pulp industry and proposed solutions for given problem statements. Firstly, visits were made to one of the industrial sites of the partner pulp industry to present the educational plan for the process engineer’s team that would support the educational project. Furthermore, in these visits, distillation and absorption operations in the plant that would be addressed in the program were selected. Once the industrial cases were chosen, problems statements were established and previous simulations using Aspen Plus@ Simulation Software were performed in order to check the suitability of the selected cases for an undergraduate course. From the initially selected case studies, 03 plants were selected for modelling considering the availability of the thermodynamic properties of the feed components in ASPEN PLUS@ database. Furthermore, before the first contact of the students with the pulp case studies, during the first two months of the course, concepts on distillation and absorption were presented to the students, so that they were able to solve simple problems by manual calculation and computer simulation. As soon as the students started their work to propose solutions for process problem statements, they were assisted by the discipline lecturer and assistants together with process engineers in order to direct the students to the best problem solutions. To assess the knowledge and skills acquired by students along the conduction of the projects, continuous feedback was established and oral presentations were given by the students to an examining board composed of lecturers and chemical engineers. Students' feedback on the methodology and their learning was evaluated through a survey. It was possible to conclude that the pedagogical practices developed were effective in establishing a positive and affective relationship between the students and unit operations concepts. Results showed a solid learning of the fundamentals on distillation and absorption. In addition, other skills and competencies such as capacity for solving problems and team work were stimulated during the program.

Robotics education in public schools using recycled materials and principles of Project-based Learning

The proposed project aims to implement an educational robotic teaching project in public schools. The developed robot uses the concepts of meta-recycling, which aims to encourage the sustainability and the reuse of electronic components to minimize garbage generation. The teaching technique used is the methodology of Project-based Learning (PBL), defined by developing projects based on a question, problem or task, which motivate students to create solutions applying theory to practice. PBL uses collaborative problem solving to significantly increase student interest and involves analyzing each student learning evolution independently. The project also promotes interdisciplinarity among the common areas taught in schools, making the learning process more dynamic and interactive.

On the perceptions of students and professors in the implementation of an inter-university engineering PBL experience

ABSTRACTThe new educational paradigm has led to a change in the teaching methodologies toward those more focused on the student, among these, project-based learning (PBL) is postulated as one of the most promising. This work is focused on the description of the experience of using PBL methodology in Materials Science courses, conducted by four different Spanish universities on different engineering degrees. The other main objective is to analyse and evaluate how the PBL was perceived by the students and the lecturers that took part in the PBL process. This investigation was an embedded, sequential mixed-methods study, which began by administering a survey to one hundred and four students and then a focus group with six students and six lecturers in four different engineering degrees of four Universities. Results generally show a good degree of acceptance of this approach by all parties involved.

“Youtubescopios”: una experiencia de innovación y creatividad para cultura audiovisual mediante el recurso al aprendizaje por proyectos

El presente artículo describe y analiza la propuesta bautizada como “Youtubescopios”, un proyecto de innovación y creatividad para complementar los contenidos audiovisuales de las materias de ESO y Bachillerato. Consiste básicamente en la aplicación de las tecnologías añadidas a los smartphones para aprender y recrear las características del Séptimo Arte en sus orígenes. También pretende potenciar diferentes competencias, tanto de contenido (efecto Kouleshov, stop-motion, etcétera) como pedagógicas (trabajo colaborativo y Flipped Classroom, entre otros), pues se organiza mediante la metodología del aprendizaje por proyectos.

University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience

Service-Learning (SL) experiences enable University Social Responsibility (USR) to be worked on in engineering studies as a core of education for Sustainability. The combined use of such experiences with active student-centered teaching methodologies fosters the acquisition of general and specific competences. On the basis of students’ perception, this study investigated and sought evidence of empirical foundations to understand whether and how Project Based Learning (PBL) affects the acquisition of USR-related competences when SL experience was implemented as the regular exercise in core courses in engineering studies. This research studied 100 second year undergraduate students in Industrial Design Engineering and Product Development. The students were divided into two groups, one of which experienced Service-Learning only in one class activity while the other group carried out a PBL activity. A survey consisting of 28 items was delivered to all these students and their answers were analyzed from a descriptive statistics viewpoint to understand how the students perceived their degree of attainment of USR competences. The findings suggest a clear difference between the methodologies used, which shows that PBL methodology may lead to a greater acquisition of USR competences than SL activity.

Funcionamiento democrático y ABP: factores determinantes para la inclusión y el rendimiento del alumnado

Este trabajo analiza cómo el funcionamiento democrático y la metodología basada en proyectos (ABP) influyen en el rendimiento del alumnado. Se relacionan las evidencias descritas en la literatura científica sobre la mejora del rendimiento y la inclusión con los resultados logrados por el alumnado de Antzuola en las pruebas de diagnóstico realizadas por el Instituto Vasco de Investigación Educativa. La perspectiva metodológica desde la cual se afronta el estudio es cuantitativa; se comparan los resultados de los años 2010, 2011 y 2013 del alumnado de Antzuola con el alumnado de la Comunidad Autónoma Vasca –que realizaron las mismas pruebas en diferentes centros y estratos lingüísticos. El estudio concluye que las prácticas educativas desarrolladas en el centro generan mejores resultados académicos, mostrando un porcentaje significativamente menor de alumnos con resultados por debajo de la media, lo que puede ser entendido como un mayor nivel de inclusión.

Project-based learning methodology in the area of microbiology applied to undergraduate medical research.

In the recent years, there has been a decrease in the number of medical professionals dedicated to a research career. There is evidence that students with a research experience during their training acquire knowledge and skills that increase the probability of getting involved in research more successfully. In the Degree of Medicine (University of the Basque Country) the annual core subject 'Research Project' introduces students to research. The aim of this work was to implement a project-based learning methodology, with the students working on microbiology, and to analyse its result along time. Given an initial scenario, the students had to come up with a research idea related to medical microbiology and to carry out a research project, including writing a funding proposal, developing the experimental assays and analyzing and presenting their results to a congress organized by the University. Summative assessment was performed by both students and teachers. A satisfaction survey was carried out to gather the students' opinion. The overall results regarding to the classroom dynamics, learning results and motivation after the implementation were favourable. Students referred a greater interest about research than they had before. They would choose the project based methodology versus the traditional one.

LA RED DE INFANTIL RIECU (ESCUELA-CENTRO DE PROFESORADO-UNIVERSIDAD) COMO CONTEXTO DE APRENDIZAJE PARA FORJAR NUEVAS IDENTIDADES PROFESIONALES DOCENTES EN LOS ESTUDIANTES DE GRADO DE INFANTIL A TRAVÉS DEL MÉTODO DE PROYECTOS DE TRABAJO

Se presentan los resultados obtenidos en una experiencia de innovación liderada por la red de Infantil RIECU (Escuela-Centro de ProfesoradoUniversidad). La innovación afecta al Prácticum III del Grado de Educación Infantil. Se centra en la selección voluntaria de 26 estudiantes universitarios y 26 maestras expertas en la metodología del aprendizaje basado en proyectos (en adelante, ABP) que trabajan en 26 aulas de alumnado de 3 a 6 años (513 niños y niñas en total). Tras un proceso de formación en la metodología mencionada, se configuran las parejas pedagógicas (maestra-estudiante). En las prácticas presenciales, durante los dos meses de estancia en los centros, estas parejas ponen en marcha procesos de investigación-acción colaborativa. La estudiante del Grado de Infantil elabora la documentación pedagógica, entendida como narración visual que incluye los momentos más relevantes del aprendizaje del alumnado. Esta documentación pedagógica es utilizada como herramienta de reflexión sobre la práctica y de investigación educativa, al permitir valorar el ajuste de las situaciones de aprendizaje, del rol docente y de la motivación del alumnado.

EL APRENDIZAJE BASADO EN PROYECTOS COMO HERRAMIENTA PARA LA FORMACIÓN EN GANADERÍA DE PRECISIÓN

Este artículo describe una experiencia en el uso de la metodología docente del aprendizaje basado en proyectos en varias asignaturas de Grado y Máster de la Escuela Técnica Superior de Ingeniería Agronómica y de Montes. Se ha seleccionado el tema de la ganadería de precisión para el desarrollo de los proyectos, en concreto el uso de acelerómetros para la monitorización del movimiento de los animales. Los estudiantes, en grupos de ocho a diez miembros, han diseñado y aplicado un proyecto relativo a las utilidades reales de los datos registrados por collares para vacas que incorporan sensores de posicionamiento y aceleración. Esta metodología ha mejorado la motivación de los estudiantes y algunas de sus habilidades. No obstante, se han encontrado algunos problemas relacionados con la gestión de los grupos de trabajo y con las características de los datos registrados por los collares.

A Multidisciplinary PBL Approach for Teaching Industrial Informatics and Robotics in Engineering

This paper describes the design of an industrial informatics course, following the project-based learning methodology, and reports the experience of four academic years (from 2012–13 to 2015–16). Industrial Informatics is a compulsory course taught in the third year of the B.Sc. degree in industrial electronics and automation engineering at the University of the Basque Country (UPV/EHU), Spain. The course had students develop an embedded controller for a 2DoF SCARA robot that drew a specific trajectory. The robot was built with the LEGO Mindstorms kit and the controller was implemented with NXC, a C-like programming language for the NXT brick. In this activity, students became aware of their learning needs and had to work proactively, both autonomously and in teams. The course design achieved several objectives: 1) students learned the course material; 2) soft skills demanded by employers were reinforced; and 3) the material was structured into project tasks for students to perform. The article analyses two indicators: 1) qualification marks and 2) student satisfaction.

Scrum Methodology in Higher Education: Innovation in Teaching, Learning and Assessment

The present paper aims to detail the experience developed in a classroom of English Studies from the Spanish University of Málaga, where an alternative project-based learning methodology has been implemented. Such methodology is inspired by scrum sessions widely extended in technological companies where staff members work in teams and are assigned tasks within long-termed projects. Students were initially reluctant and afraid to work in teams but, as the experience advanced, their point of view was changing. Thus they positively stated that this methodology encouraged themselves to participate and to change ideas, with a deeper feeling of empathy, self-organisation and self-knowledge. At the end, most of the students declared they would participate again in a similar activity. Hence, considering the opinions from the students (and also from the teachers), and after observing the whole experience and analyzing the documents generated in an electronic portfolio, we think this method can be considered as a good proposal to accomplish a teaching-learning process of high quality at universities for three main reasons: first, it improves the capacity of using the knowledge in a disciplined, critical and creative way; second, it promotes the coexistence in heterogeneous human groups; and third, it develops the capacity of thinking, living and acting with complete autonomy.

Online Intercultural Exchanges Through Digital Storytelling

This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.

E-Health: Biomedical instrumentation with Arduino

This contribution describes the planning and the development of laboratory activities for an introduction to biomedical system instrumentation, as well as some experiences and results obtained from them. The activities have been applied in the course "Systems and Instruments Foundations", during the academic year 2016-17. This course is scheduled in the second year of the novel Health Information Technology Degree offered by the University of Alicante. Teaching biomedical instrumentation from the point of view of engineering to students that have little medical and engineering background is a complex task. Laboratory practices proposed are presented in this paper, which is based on Arduino and e-Health shield to teach biomedical concepts. A project-based learning methodology is used in the laboratory sessions, where students have to accomplish a project at the end of the semester.

Creative Project-based learning to boost technology innovation

This paper shows the results of the application of a project-based learning methodology that blended flipped classroom and face-to-face sessions, along with creativity and lateral thinking techniques, to integrate the expected concepts and procedures of technology innovation and boost entrepreneurship among students of Master’s degree in chemical engineering. The constructive alignment between the expected learning outcomes and skills with the proposed activities and assessment methods was decisive in the design of the methodology, which tractor activity was the creation of an innovation project. The use of techniques of creativity promoted lateral thinking and originality in the definition of projects. Active methodologies provoked team engagement and collaborative learning, enhanced participation and stimulated intrinsic motivation. The grades obtained by all groups in their projects, given by external evaluators, were relevant, thus pointing out the quality and impact of their proposals. There was a general satisfaction on students, with special emphasis of the transcendence at a professional level, thus showing the potential of this methodology to boost entrepreneurship in technology innovation.

Integración de un curso MOOC y de un PLN-PLE en un curso presencial sobre fundamentos de la programación

This paper describes the educational experiences in Computer Programming Fundamentals for students of Social Sciences and Humanities that integrates face-to-face classes with elements of virtual education such as participation in a Massive and Open Online Course (MOOC) and the development of personal learning environments and networks (PLE-PLN). This hybridization of face-to-face and virtual components requires proper integration and synchronization. In this sense the MOOC course has been taken as an assistant in the delivery of a practical part of the course and in the classroom the theoretical part is reviewed and exercises and comments are carried out trying to integrate the two educational modalities. This integration is reinforced by the PLN-PLE that each student develops according to the progress achieved in class and in the massive course. PLNs-PLEs as a whole can be considered as cyber-spaces of information exchange and knowledge construction. The central coordination of the activities of both educational modalities is carried out in the classroom through a virtual learning and teaching environment (EVEA) implemented in Moodle. The instructional design that has been followed in classes is supported by the methodology of project-based learning that allows the teacher and the students to have a well-planned vision and objective from the beginning of the school period. The pedagogical framework that supports the presence and virtual elements is given within a context of connectivist learning that seeks to achieve different levels of interaction and cognitive involvement among the participants.

Integración de un curso MOOC y de un PLN-PLE en un curso presencial sobre fundamentos de la programación

This paper describes the educational experiences in Computer Programming Fundamentals for students of Social Sciences and Humanities that integrates face-to-face classes with elements of virtual education such as participation in a Massive and Open Online Course (MOOC) and the development of personal learning environments and networks (PLE-PLN). This hybridization of face-to-face and virtual components requires proper integration and synchronization. In this sense the MOOC course has been taken as an "assistant" in the delivery of a practical part of the course and in the classroom the theoretical part is reviewed and exercises and comments are carried out trying to integrate the two educational modalities. This integration is reinforced by the PLN-PLE that each student develops according to the progress achieved in class and in the massive course. PLNs-PLEs as a whole can be considered as cyber-spaces of information exchange and knowledge construction. The central coordination of the activities of both educational modalities is carried out in the classroom through a virtual learning and teaching environment (EVEA) implemented in Moodle. The instructional design that has been followed in classes is supported by the methodology of project-based learning that allows the teacher and the students to have a well-planned vision and objective from the beginning of the school period. The pedagogical framework that supports the presence and virtual elements is given within a context of connectivist learning that seeks to achieve different levels of interaction and cognitive involvement among the participants.

Tourism Education: What about entrepreneurial skills?

Abstract Tourism is generally acknowledged as one of the economic sectors with higher growth prospects worldwide. As a consequence, the number of tourism education courses has grown significantly in the last decades in order to meet the demands of the qualified workforce. Nevertheless, students who enter this sector will need different skills to face the challenges of this highly competitive and demanding industry. In this case, entrepreneurial skills are of paramount importance. The aim of this paper was to understand the perspective of tourism students on the relevance of entrepreneurship education within their courses. This study aims at describing an innovative teaching program called ‘Learning to be’, focused on fostering entrepreneurial attitudes and skills, through a project based learning methodology inspired in the Design Thinking process (Daniel et al., 2016). In this program, tourism students are challenged to develop viable solutions to real-case problems proposed by private and public organizations. A feedback questionnaire was developed to verify the impact of the entrepreneurship education program on students. It allowed to conclude that from the tourism students' perspective the embeddedness of entrepreneurship education within their courses was considered very relevant to assess future employment prospects, being the students both employees or self-employed. Students had also acquired and enhanced non-cognitive skills which are most valued by the tourism industry. This case study was also pertinent to identify best practices and propose guidelines for creating curricular spaces for the development of entrepreneurial skills.