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Project Approaches to Learning in Engineering Education:The Practice of Teamwork
Project approaches in engineering education are a relatively recent phenomenon in Portugal, Spain and Latin-America. Teachers, educational researchers and managers in engineering education are discovering the added value of team work, solving interdisciplinary open-ended problems in a meaningful learning environment that is similar to the professional context of future engineers. This book seeks to present a wide range of experiences of project approaches to engineering education, varying from mature to starting. It discusses different aspects of project approaches like project management, teacher training, assessment and institutional support. It also describes experiences taking place in a number of countries Portugal, Brazil, the Netherlands, Denmark, Germany, Spain and Australia in order to provide an overview of project approaches in different cultural backgrounds. It aims to encourage those who are considering project approaches in their own engineering education context, taking into account the advantages of training future engineers through project work, while being aware of the challenges that a shift from traditional education to a project may bring.
eBook
Desenvolvimento de um kit didático para estudos de resistência dos materiais, com aplicação na engenharia de produção
Dentro do universo da engenharia de produção, o processo de usinagem de materiais metálicos e tratamento térmico causa tensões residuais que podem alcançar valores significativos e influenciar a durabilidade dos diversos componentes mecânicos. Definir o processo adequado para cada aplicação requer a previsão de quão elevada será a tensão gerada em função das variáveis do processo utilizado. A fim de conhecer os valores das tensões resultantes, é necessário medi-las, por exemplo, usando análise experimental de tensão, que consiste no uso de strain gauges para medir deformações em uma superfície. Logo, o objetivo deste artigo é apresentar o processo de desenvolvimento e aplicação de um kit didático educacional (KiDiTen®), versão II, automatizado, em conformidade com a formação por competência na pesquisa do ensino de Engenharia, utilizando conceitos de Física, Matemática e Teoria da Elasticidade, com o objetivo de levar o aluno ao conceito elementar da tensão mecânica, tensão elétrica e tensor de ordem 2. Utilizaram-se metodologias como Educação Baseada em Projetos, Aprendizado Baseado em Problemas e abordagem STEM (Science, Technology, Engineering and Mathematics). Comprovou-se que a metodologia adotada foi adequada, empregando diversas metodologias de ensaios.
Journal Article
Project Approaches to Learning in Engineering Education
This book seeks to present a wide range of experiences of project approaches to engineering education, varying from mature to starting. It discusses different aspects of project approaches like project management, teacher training, assessment and institutional support.
eBook
Challenges of the Implementation of an Engineering Course in Problem Based Learning
Nowadays, there are more than a thousand engineering courses in Brazil and the number of scientific studies involving problem-based learning in engineering is endless. These initiatives are rather recent and mostly restricted at least in some courses of the specific engineering. Within the PBL line, other variations on the methodology have been developed. Eberlein et al. (2008) present the characteristics of three common methodologies used in teaching science, comparing and contrasting them in order to enable a possible choice or combination in particular situations. The three methodologies that these authors present are: Problem-Based Learning (PBL), Process-Oriented Guided Inquiry Learning (POGIL) and Peer-Led Team Learning (PLTL), all of them being based on active learning and student-centred.
Book Chapter
The EPS experience at UPC-Barcelona Tech
The EPS was not an original idea. It was first developed in Denmark at the Copenhagen University of Engineering in the Industrial Design field. The main reason why we choose to implement the programme at UPC is that it was a new international programme adapted to the European Higher Education Area which was just being implemented in Spain at that time. Moreover it was suitable for lastyear engineering students, who were the main target of our international mobility programmes.
Book Chapter
A Project Management Framework for Planning and Executing Interdisciplinary Learning Projects In Engineering Education
Traditional teaching methods being adopted in higher education across European Universities are not contributing effectively to the real needs of today’s world. The current challenges that the world is facing, concerning the new economic paradigms, centred on eco-sustainability along with global and unbalanced competitiveness, demand new answers from the universities. The professionals that universities must create should be prepared with the right set of hard and soft skills so they can rapidly contribute with new energy to the existing enterprises and other organizations.
Book Chapter
Portuguese Versions of PBL for Engineering Education at University Level
Teaching and learning in Engineering Education in Portuguese universities in the 1950-1959 was divided in two cycles. The first cycle included science subjects mainly: Mathematics, General Physics, General Chemistry, Chemical Analysis, Electricity and Electricity, Newtonian Mechanics, Mineralogy and Geology. Each subject had an annual duration and all the subjects were taught at the Sciences Faculty of the three universities of the Country under the name of ‘Preparation for Engineering Courses’. Nearly all the contents were common to all branches of Engineering (Civil, Mechanical, Electrical, Chemical, etc). The teaching methods varied somewhat from subject to subject according to the teacher. Each subject had a head-teacher, a PhD senior professor, according to Law free to teach what he would understand to be the main part of the Science Branch involved. In his work the senior professor was supported by several junior PhD students. These, apart from supporting the Professor in the, Room Problems, lab and field works, etc., had to do research under supervision of the Professor. It was an Education of ‘Magisterial’ (‘Napoleonic’) type, teacher-centred. The teacher chooses, based on his own insights, the programmes of his subjects and the text books for the students. The main ‘book’ was a collection of notes made by some of the best students and copied by their colleagues. The professor gave his lectures in amphitheatres, writing on the blackboard, sometimes not looking at the students. Some other professors would give their lectures with open room doors. The students (or others) would enter the room at any time and could go out when they desired. However, the students had to attend the classes to solve problems, lab and field works. When the number of absences was greater than one third of the number foreseen and stated in the beginning of the scholar year for that type of students work, the student was excluded of the subject, and the student had to repeat the subject next year.
Book Chapter
Student Assessment in Project Based Learning
In recent years, student assessment in higher education settings has changed. There has been a shift from the traditional testing culture to an assessment culture (Birenbaum, 1996) which favours the integration of assessment, teaching and learning, through active student involvement and authentic assessment tasks (Sambell et al., 1997).
Book Chapter
The Role of Teachers in Projects
Today´s engineers are facing challenges that do not only require a solid engineering foundation, but also skills like team work and oral and written communication. Mills and Treagust (2003) explain clearly what is lacking in traditional engineering degree programmes that prepare students for the engineering practice.
Book Chapter