Project-based learning (PBL)

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Aprendizagem utilizando project-based learning aplicada a conceitos práticos de máquinas de solda / Learning using project-based learning applied to practical welding machine concepts

Aprendizagem utilizando project-based learning aplicada a conceitos práticos de máquinas de solda / Learning using project-based learning applied to practical welding machine concepts

Atualmente se observa grandes transformações em todas as áreas de atividade humana e uma das áreas particularmente afetada por essas mudanças é a Engenharia, um ponto crucial para os cursos de engenharia e técnicos relacionados a indústria é a eficiência no aprendizado, que exige mudanças metodológicas qualificativas para o acompanhamento dessas transformações. Project-Based Learning (PBL) é uma abordagem sistêmica, que envolve os alunos na aquisição de conhecimentos e competências por meio de um processo de investigação de questões complexas, tarefas autênticas e produtos, cuidadosamente planejadas com vista a uma aprendizagem eficiente e eficaz.
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Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

In this paper we have analyzed and evaluated the usage of Scrum-based agile methodologies in two Project-Based Learning courses, one belonging to a Master of Electronic Engineering course and the other belonging to a Bachelor on Telecommunication Engineering. We have seen that mo- tivation and student satisfaction are higher when compared to a traditional course. However, there are still some open issues that negatively affect the implementation of Agile- PBL based methodologies, such as planning overhead or the accidental complexity that impedes instructors to dedicate time to real electronics design doubts and problems. We have also evaluated the differences between two different Agile-PBL courses, and showed that part-time students benefit less from these methodologies, mainly because they spend less time on campus and their commitment is lower. These students see some of the tools provided by instructors as an overhead, and are reluctant to use them. To this end, in courses where students exhibit these characteristics we propose to face them with problems that can only be solved via the usage of these tools.
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A bibliometric and classification study of Project-based Learning in engineering education

A bibliometric and classification study of Project-based Learning in engineering education

Engineering education has been the subject of studies in search of approaches that provide better results in terms of learning. The Project Based Learning approach (PBL) is the subject of this study from the point of view of its application in Engineering. The objective is to present a classification and bibliometric analysis of PBL in Engineering. Publications on the subject were identified through queries at the journal databases at ISI Web of Science and Scopus SCImago between 2000 and 2016. The results highlight the benefits from the use of the PBL approach to learning in Engineering showing increased absorption of technical content by students and the development of soft and multi-disciplinary skills. The bibliometric analysis revealed the most relevant journals in the subject, authors and the most cited papers and keywords. New horizons to advance the use of PBL in engineering education are discussed.
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Espelhar o futuro dos alunos com Project-Based Learning: desenvolver competências cognitivas

Espelhar o futuro dos alunos com Project-Based Learning: desenvolver competências cognitivas

O relatório tem como título “Espelhar o futuro dos alunos com Project-Based Learning: Desenvolver competências cognitivas” e foi elaborado segundo as orientações do dossiê de estágio dos Mestrados em Ensino regulados pelo Instituto de Educação. A escolha do tema do Projeto de Intervenção foi baseada na observação das aulas da turma, no diálogo com o Professor Orientador, na análise dos documentos reguladores do processo de ensino/aprendizagem, na interação e diálogo com os alunos durante as aulas, na análise de literatura acerca das vantagens do uso das tecnologias como elemento catalisador do interesse e da motivação, e como forte aliado na construção do conhecimento. Durante o período de observação, verifiquei que algumas ferramentas poderiam representar uma excelente oportunidade para conhecimento e experiência da vida profissional dos alunos. Ferramentas essas, que são muito usadas no mercado de trabalho pelas empresas para desenvolver produtos na área de programação. Além do propósito de atingir e estarem de acordo com os conteúdos e os objetivos pretendidos para a respetiva intervenção. Pela importância das ferramentas utilizadas no contexto empresarial, foram adequados os conteúdos da disciplina por forma a integrar as ferramentas selecionadas no contexto da área web, distribuídas pelas várias utilizações, permitindo aos alunos experienciarem e utilizarem as respetivas ferramentas. Foram respeitados os estilos/métodos de aprendizagem dos alunos, partindo da sua utilização a partir do conhecimento generalizado para o conhecimento mais especializado.
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Uma Proposta de Desenvolvimento de Competências em Gestão de Riscos Utilizando Project Based Learning (PjBL) para o SISP

Uma Proposta de Desenvolvimento de Competências em Gestão de Riscos Utilizando Project Based Learning (PjBL) para o SISP

Developing competencies is a premise of contemporary management. To achieve its objec- tives, risk management is essential in public service. The government’s ability to manage risk depends on government employee’s skills and competencies. Based on these assump- tions, this research propose a training program in order to develop risk management com- petencies, using the instructional approach of Project Based Learning (PjBL), directed to government employees members of SISP - Administration IT Resources System, part of the Department of Logistics and Information Technology (SLTI / MP), for the Brazil- ian government. It was identified the SISP target audience in numbers, a total of 443 members; the Index of Learning Styles (ILS), by Richard M. Felder and Barbara A. Solo- man, was applied to the SISP audience resulting in 229 responses, featuring the preferred styles as Active (52%), Sensing (74%), Visual (80%) and Global (54%); in addition to that, it was identified and analyzed the competencies in risk management to be developed in SISP - they were prioritized with multi-criteria analysis using the AHP by thirteen IT managers selected by SLTI / MP, highlighting the Strategic Planning, Risk Manage- ment and Selection Criteria and Decision Making competencies; the research identified and proposed instruments to support and promote the adoption of the training program, and a pilot project for its field validation. To conclude this work, a training program has been proposed for the development of the prioritized competencies, using the instructional approach of PjBL, using techniques and approaches regarding the target audience learn- ing styles, in order to develop and improve the skills in Project Management; Professional Ethics, Social and Environmental Responsibility and Democracy and Citizenship; Strategic Planning; Risk Management; Selection Criteria and Decision Making; and Leadership.
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MARKETING PUBLIC ART: USING PROJECT BASED LEARNING TO TEACH CREATIVITY AND ENTREPRENEURSHIP

MARKETING PUBLIC ART: USING PROJECT BASED LEARNING TO TEACH CREATIVITY AND ENTREPRENEURSHIP

In 2016, the Porto Accounting and Business School (ISCAP) launched an innovative Masters programme, consisting of in-depth training focused on the business world, in order to develop practical, analytical and critical skills for effective communication between cultures, thus fostering the profitability of knowledge and entrepreneurship in the field of culture. Lectured in English, the Masters in Intercultural Studies for Business (MISB) trains professionals capable of an autonomous, efficient and integrated performance in intercultural environments, and who are also able to introduce into business practices initiatives for intercultural management, in line with the new epicentres of economic flows and their agents, as well as to understand culture as a profitable commodity. For the entire first term of their second year, students were engaged in an interdisciplinary and collaborative project, involving all the students and four subjects – French, German and Spanish Culture for Business III, and Intercultural Communication Technologies. The MISB students and respective teachers actively participated in the design and curation of a virtual exhibition hosted in the Google Arts & Culture platform. Through a pedagogical strategy of project-based learning, aimed to encourage the reflection on both cultural heritage and the transformation of cultural assets into marketable products, this virtual exhibition has the added value of advancing the Portuguese cultural heritage.
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Developing of Scale Implementation Difficulties on Project Based Learning Approach

Developing of Scale Implementation Difficulties on Project Based Learning Approach

The aim of this study is to develop a reliable and valid measurement device which measures the level of involvement in problems teachers face in applying project based learning developed scale. The developed scale is applied to 82 teachers who are randomly chosen emong the masters in science and technology that lecture in the primary schools in the center of Kırıkkale. The scale, which is in five fold likert type, consists of 30 entry items. As a result of factor analysis which aims to determine the validity of structure; it is decided that load factors consist of four factors varies from 0,93 to 0,62 and it is decided that the consistency coefficent (Cronbach Alpha) is α = 0.92 which is calculated for reliability of (KMO) Kaiser- Mayer-Olkin asset. The finding about reliability and validity has shown that the scale has been worthy of credence.
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ELECTRICAL INSTALLATIONS ANALYSIS AND RISK-ATTENUATION IN LOW-INCOME HABITATIONS INSPIRED BY PROJECT-BASED LEARNING

ELECTRICAL INSTALLATIONS ANALYSIS AND RISK-ATTENUATION IN LOW-INCOME HABITATIONS INSPIRED BY PROJECT-BASED LEARNING

is   the   Project-­‐Based   Learning   (PBL),   in   which   we   insert   students   in   real-­‐world   environments   to   point   out   and   analyze  electrical  installations  problems.  In  our  project,   a  group  of  students  and  a  supervising  professor  inspect   the   situations   of   risk   according   to   a   decision   tree   and   make  repairs  in  the  electrical  installations  in  the  visited   habitations.   We   created   a   socioeconomic   form   answered  by  each  family  visited  and  photos  in  order  to   obtain   data   for   archiving.   At   the   end,   the   students   answered  a  qualitative  form  that  verified  the  impact  of   the  project  in  their  learning  and  practical  skills,  and  their   awareness   of   social   responsibility   as   engineers.   We   verified  that  the  repairs  improved  the  life  quality  of  the   residents.  Finally,  we  address  quantitative  future  work.  
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A aprendizagem por projecto na formação de educadores = Project-based learning in teacher education

A aprendizagem por projecto na formação de educadores = Project-based learning in teacher education

Uma vez que a Aprendizagem à Base de Projectos, como modalidade de PBL (problem-based learning), tem sido cada vez mais encarada como um meio de formar os estudantes para que aprendam pela (e na) complexidade (SAVIN-BADEN, 2003), afi gurou-se que ela seria uma es- tratégia de formação adequada aos objectivos perseguidos pela LEB, com destaque para o desenvolvimento de capa- cidades de trabalho em equipa, de resolução de problemas, de refl exão, de decisão, de melhoramento da aprendizagem e desempenho pessoais, e ainda de identifi cação, análise e avaliação de problemas (neste caso, educativos) e concep- ção de soluções (GONZÁLEZ & WAGENAAR, 2005: 83). Na verdade, tem-se vindo a defender que a aprendizagem por projecto “promove a criatividade e a inovação, a auto- nomia, a auto-regulação da aprendizagem e a motivação” (LOURENÇO & GUEDES, 2007:19).
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Prod.  vol.27 número especial

Prod. vol.27 número especial

The integrated development of technical and transversal competences aligned with the profession can be seen as a requirement for developing adequate academic curricula for the initial training of engineers. In the perspective of The European Union initiative, University-Business Cooperation (UBC) (European Commission, 2007), “Universities must also provide knowledge and skills geared to the needs of the labor market. In other words, graduates’ qualifications must meet the needs of the labor market”. In this context, the creation of opportunities for students to interact with industrial companies can be seen as a way to contribute for developing those competences. This interaction can be promoted through visits to industries, seminars from professionals, internships, direct contact between students and professionals or with projects developed by students for solving real industrial/business problems. The direct integration of curricular opportunities for the development of projects in interaction with companies is classified by Zabalza (2011) as practicum. The engineering report from UNESCO (United Nations Educational, Scientific and Cultural Organization, 2010) reinforced the need for changing the pedagogical methodologies and apply active learning methodologies, peer instruction, problem and project-based learning. Project-based learning (PBL) is one innovative pedagogic approach that can be applied for developing curriculum with practicum opportunities, exploring the need of interaction with the industrial practice. In this work, project-based learning is focused on the development of a project in a real professional context, in which teams of students solve an interdisciplinary problem, articulating theory and practice during the development of a project (Graaff & Kolmos, 2007; Powell & Weenk, 2003).
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prod 27 spe e20162259

prod 27 spe e20162259

The project-based learning (PBL) approach has been a part of the University of Brasilia’s programme from the inception of its Industrial Engineering syllabus. Production Systems Project 4 course is one among eight courses that drive the utilization of PBL approach at the curriculum, the subject of this study, in which we present a set of analyses of the projects developed between 2013 and 2016. The projects involved real-world problems, related to public and private sector enterprises in Brazil’s Federal District. The conducted analyses aimed to identify the organizations’ profiles and the PPC (Production Planning and Control) techniques which were used to achieve project objectives. Therefore, statistical analyses were performed, such as Correlation Analysis, Cluster Analysis, as well as qualitative documental analysis. The results of this study indicate the profile of external partners that have the highest probability of achieving satisfactory results, as well as the main planning elements which impact the final grades of the projects.
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Uma experiência de organização e desenvolvimento curricular com Pedagogia de Projetos (Organization and curriculum development through Project - Based Learning)

Uma experiência de organização e desenvolvimento curricular com Pedagogia de Projetos (Organization and curriculum development through Project - Based Learning)

Comparando o Itinerário Proposto com os conteúdos do Currículo do Estado de São Paulo nota-se que apenas os conteúdos de Média Aritmética e Problemas de Contagem não foram contemplados[r]

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Sba Controle & Automação  vol.23 número1

Sba Controle & Automação vol.23 número1

Este artigo apresenta a concepção e o desenvolvimento de cursos de sistemas de controle num programa de graduação usando a abordagem Project-Based Learning (PBL), quando o currículo usa educação tradicional. O artigo apresenta um esboço completo de cursos de controle que leva em conta a definição do problema, a duração do projeto, os recursos de apoio e avaliação do aluno. Nesta abordagem, os alunos são organizados em equipes para desenvolver um projeto desti- nado a encontrar a solução para um problema de controle. A abordagem é baseada na colocação de um desafio profissio- nal ao curso, de modo que os alunos aprendem os tópicos, enquanto eles resolvem o problema e desenvolvem compe- tências transversais necessárias para enfrentar os novos de- safios de controle. A abordagem utiliza avaliação por pares e auto-avaliação das atividades para avaliar as habilidades, o conhecimento e observar o desenvolvimento de competên- cias transversais.O impacto da abordagem proposta é avali- ada por meio de pesquisa e observação do desempenho dos alunos. Aspectos sobre o projeto de pesquisa e os resulta- dos da pesquisa são apresentados analisando a contribuição da abordagem proposta para desenvolver habilidades como
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An Optimized Analogy-Based Project Effort Estimation

An Optimized Analogy-Based Project Effort Estimation

The setting parameters for AB have been found after performing sensitivity analysis on the employed datasets to see the appropriate values. Table I shows BA parameters, their abbreviations and initial values used in this study. Below we briefly describe the process of BA in finding best k values and the corresponding weights for each new project. The algorithm starts with an initial set of weight matrixes generated after randomly initializing k for each matrix. The solutions are assessed and sorted in ascending order after they are being evaluated based on MR. The best from 1 to b solutions are being selected for neighborhood search for better solutions, and form new patch. Similarly, a number of bees (nsp) are also recruited for each solution ranked from b+1 to u, to search in the neighborhood. The best solution in each patch will replace the old best solution in that patch and the remaining bees will be replaced randomly with other solutions. The algorithm continues searching in the neighborhood of the selected sites, recruiting more bees to search near to the best sites which may have promising solutions. These steps are repeated until the criterion of stop (minimum MR) is met or the number of iteration has finished.
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Towards an adaptive web based learning environment for treating and diagnosing chronic wounds

Towards an adaptive web based learning environment for treating and diagnosing chronic wounds

The paper explores the problem of building adaptive Web-based learning environments for medical training using a specific case of E-Fer, a Web Based Learning Environment [1] to assist nursing students in the development of skills for diagnosing and treating chronic wounds. This paper will briefly describe some characteristics of E-Fer and proposes a novel approach form making this learning environment adaptive. We discuss our user model, and the types of learning support that we decided to implement in the system.
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Continuing professional development of a Mathematics teacher

Continuing professional development of a Mathematics teacher

Nathalia, while narrating her role and describing some points in which she needed to intervene, reveals the importance of her understanding that the autonomy given to students should not be taken as abandonment and that supervision is fundamental to gauge whether the proposal for construction of knowledge is adequate, at the same time that the teacher exercises their role of systematizing it and guiding students towards the best paths to take. In her third written narrative, Nathalia highlights the importance of producing written narratives for the reflective process of her teaching practice. Also, she points out that immersion reading of scientific texts helped her rescale her actions in class, particularly in developing the interdisciplinary project.
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MEANINGS PRODUCED BY TEACHERS AND STUDENTS INVOLVED ON A LEARNING SUPPORT PROGRAM IN THE STATE OF PARANÁ

MEANINGS PRODUCED BY TEACHERS AND STUDENTS INVOLVED ON A LEARNING SUPPORT PROGRAM IN THE STATE OF PARANÁ

As regards the student residence time in the SAA, it is highlight- ed the lack of definition of a minimum term, which in the investigated schools, took a place restricted to the operation of the SAA organization, to the detriment of the teaching-learning process developed there. We sometimes verified students remaining in the program for a shorter time than a school two month period. Such procedure was justified by the need to increase the number of students enrolled in the program during the year and it was also related to limited vacancies offered in each class. This procedure, in our view, could help to strengthen stereotypes, give rise to segregation when legitimizing the understanding that the problem lies solely on the student, considering that it was made possible to the stu- dent to experience the program actions and the results would indicate their lack of taking advantage.
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Proceedings of the International Congress on Interdisciplinarity in Social and Human Sciences

Proceedings of the International Congress on Interdisciplinarity in Social and Human Sciences

Given the relevance of issues involving environmental education, and the difficulty of accessing wildlife sanctuaries, especially when it comes to young children, this study aimed to stimulate environmental awareness in students from the first grades of elementary school, developing a computational application ─APP─, Simulacron, containing images and sounds of nature intended to simulate the natural environment in the classroom. The product was tested with students from four groups of the first grade of elementary school, who participated in a scheme of differentiated classes in which three groups had moments of sensorial-perceptive activities in a protected area of natural environment outside the school and/or simulated in the classroom, while a group had no access to these activities. In a second moment students from the four groups produced, in an art class, drawings having the environment as theme, which formed the corpus for the analysis conducted according to Pedrini and Reigota. Throughout the project questions on art, environment and technology were noted, with a clear interdisciplinary design, contributing to approximate teachers ∕ specialists from different knowledge areas. The results showed the application effectiveness, since it generated outcomes in the same order as those obtained with activities in loco and higher than those of the class that did not participate in any action.
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A teaching-learning proposal using gamification: MATCH BASED LEARNING / Uma proposta de ensino-aprendizagem utilizando gamificação: MATCH BASED LEARNING

A teaching-learning proposal using gamification: MATCH BASED LEARNING / Uma proposta de ensino-aprendizagem utilizando gamificação: MATCH BASED LEARNING

In the contemporary world, accompanied by technology, at least two impulses saturate the classic teaching model and its indispensable replacement by a more participatory exchange of ideas: the latest discoveries in neuroscience and the peculiarities of the labor market (COHEN, 2017). Thus, the student must be able to manage their formation, based on the principles of Paulo Freire, who states that autonomy is the theoretical principle of active methodologies (MITER, 2008).

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A two level DEA in project based organizations

A two level DEA in project based organizations

A project is unique and limited activities over time with unique scope. Different project definitions might warrant different success criteria (Lauras et al., 2010). A project manager defines a range of key performance indicators, for a project. Critical success factors can be described as characteristics, conditions, or variables, which could have significant impact on the success of the project when properly sustained, maintained or managed (Milosevic & Patanakul, 2005). Research shows the triangle of time, cost and performance cannot be considered as optimal option (Atkinson, 1999). Applying these criteria alone does not make the project go as it is planned. Using a risk assessment report helps complete a project performance management system. This report provides the information needed to start any actions for the correction of potential problems (Lauras et al., 2010). Other research shows that project management activities using only time, cost or quality measures may fall through the gaps (Dweiri & Kablan, 2005). Therefore, the areas covering the project management should be more extensive and complete. Nine areas are presented in the project management body of knowledge, which could interpret various aspects of project management. Also, many performance measurement tools will focus on the financial aspects of projects, including return on investment and profit per unit, but measuring these items are not always an east task (Cheung et al., 2004). When the project manager use more indicators for measuring project performance, one of the main problems is comparison and aggregation of the performance expressions. However, providing a comprehensive approach, which would consider different aspects of the project and measuring and integrating quantitative and qualitative indicators, which evaluate accurately the performance of the project, seems to be necessary. DEA has the capability of such techniques that can apply the criteria with different units and by defining appropriate outputs calculating the performance of each project. If the inputs and outputs in this method are hierarchically, the two-level DEA model can be used. Since the output selected in this study are hierarchically using such a model would be useful. In the next part, we will discuss the project performance assessment literature.
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