Creating project-based learning in software

BACKGROUND : Project Based Learning (PBL) allows students to learn by doing hands on work and thus also again practical skills. Therefore going to software simulation may seem like a backwards step. However, the opportunity presented itself to create a unit on Artificial intelligence (AI). This lends itself it a software approach. An added benefit was the opportunity to create a PBL AI unit for both Engineering and IT students.

PURPOSE : Can Project Based Learning be improved with dedicated, specifically written, software design?

DESIGN/METHOD : After introducing a dedicated software package the student marks and student feedback for the AI unit for a few years before the package introduction until the most recent year was analysed. In the student surveys, 2 key questions where examined: unit material quality and feedback to students. Student comments were also studied.

RESULTS : Student surveys gave a consistently high mark for unit’s material and student marks seems consistent as well but favourable comments increased. The most significant result was that the students’ thoughts about the project feedback had increased significantly, probably due to the inbuilt feedback system in the dedicated software package.

CONCLUSIONS : With an appropriate subject matter a dedicated software package can help students in PBL. Student enjoyment increased which, in turn, increased their motivation.

The process of design based learning : a students' perspective

BACKGROUND : Deakin engineering has used Design Based Learning (DBL) as one of its engineering learning principles for further development in teaching and learning. Whilst the students are surveyed after every unit, this data only provides a generic overview of the process and does not help the academic staff determine if DBL is a preferable learning and teaching approach. What is required to improve the process is a holistic approach from the students’ perspective over the entire degree program.

PURPOSE : Do students see any value in DBL and should it be is further developed for teaching and learning? This study examines students’ perceptions of DBL in their curriculum, DBL in final year project, DBL in engineering career.

DESIGN/METHOD : A survey dedicated to DBL from the students’ point of view has been designed and given to 30 fulltime students in 3rd year in engineering at Deakin. A qualitative and quantitative analysis of this survey will give students’ perspective of DBL as they progress through their degree studies.

RESULTS : The full time students’ surveyed indicated that they believed that DBL was a useful tool and was of value to their career. Also that it would be helpful as part of their final project and that it helps teamwork although they would like to see it used for both team and individual work.

CONCLUSIONS : The full time students’ surveyed displayed a basic understanding of DBL and an eagerness to use it. Students’ perceived that DBL approach got an important value in their learning curriculum and it is a positive sign for the Deakin engineering to use it as one of its engineering learning principle.

Play-based learning

This chapter develops themes providing insights into the meaning of play-based learning and what it means to practitioners working in a range of contexts with early learners in the age range of birth to eight years. Play-based learning is defined as young learners constructing knowledge as they explore, experiment, discover and solve problems in playful and unique ways. Development is linked to play and viewed as a pattern of continuous, interrelated changes that begins at birth and continue through life span whilst learning is a change in behaviour. In the early years it is through experience in play that learning occurs. The definition of curriculum in this chapter presents a context for young learners demonstrating how play-based learning is fundamental to the well-being of young learners, be they infants, babies, toddlers, pre-schoolers or school aged children.

The diversity of backgrounds of young learners is recognised and provision has to be made in the curriculum for a rich diversity of learners. The Chapter also considers how a socio-constructivist theoretical orientation in the curriculum can be created with children and adults co-constructing knowledge with play-based learning as the framework.

Project-oriented design-based learning: aligning students’ views with industry needs

This paper focuses on the alignment of students' views on project-oriented design-based learning (PODBL) with today's industrial needs. A Collaborative relationship between academic institutions and industrial expectations is a significant process towards analytical thinking (linking the theory and practice). Improving students' knowledge as well as the students' transition into industry, requires efficient joint ventures by both learning institutions and industry partners. Project-based learning (PBL) is well developed and implemented in most engineering schools and departments around the world. What requires closer attention is the focus on design within this project-based learning framework. Today design projects have been used to motivate and teach science in elementary, middle, and high school classrooms. They are also used to assist students with possible science and engineering careers. For these reasons, design-based learning (DBL) is intended to be an effective approach to learning that is centered on a design problem-solving structure adopted for a problem-oriented project-based education. Based on an industry design forum, which the authors conducted in Melbourne, Australia in 2012, a research study was performed to investigate the industry and academic requirements for students focusing on achieving design skills. To transform the present situation in the academic teaching and learning environment and to fulfill industry needs, this research study also investigated the students' views on design skills.

Community-based learning (CBL) via facebook mobile “it is time to BYOD (bring your own device)

 The penetration of social networking platforms such as Facebook is becoming pervasive in education, along with mobile applications (apps) and mobile devices. Students are using these technologies and apps to organise their learning material. Social media via apps is the most popular activity among college students. In this paper we discuss how teachers could take advantage of Facebook social media platform to promote community-based-learning environment that is flexible, portable and challengeable. We describe how this could be achieved with no restriction to any particular mobile device brand or operating system and how student would simply bring their own device (BYOD).

Problem-based learning curricula in engineering

This chapter explores Problem-Based Learning (PBL) curricula in engineering in Australasian universities, in particular its effects on student approaches to learning in PBL teams. Exploring from the three view points: curriculum design and implementation; institutional support structures assisting the transition to PBL for both students and academics; and student learning experiences in PBL teams this chapter intends to close the loop for institutions and academics using PBL to educate future engineers. In particular, this chapter examines the design of engineering PBL courses or subjects within programs and the ways in which learning experiences are designed for students, the support structures that institutions put in place for both academics and students to transition to PBL, teacher practices and student experiences of learning both individually and as a team in PBL. It is argued that many engineering programs still undermine the need for designing learning experiences to help students achieve the desired learning outcomes; seldom consider the learning cultures adopted by PBL teams and how students engage in learning as individuals and as a team. This chapter argues the need for approaches to PBL that enhance student learning and experiences in engineering and the need for support structures that assist both students and academics in the transition to problem-based learning.

Project oriented design based learning – staff perspectives

The focus of this paper is to get staff perception on design based learning in their respective disciplines and how they could be aligned to the newly proposed model, in project oriented design based learning (PODBL). In academia, students and staff are supposed to work together in order to achieve a balanced learning and teaching process. By using different teaching and learning approaches, teachers are aware of escalating the student knowledge to fulfill current technology needs. This paper is part of a continuing process of a research project, which analyses better teaching and learning approaches in engineering. As part of this research, face-to-face interviews with staff members of the school of engineering in Deakin University who are teaching engineering design were conducted. The interview questions are based on
qualitative analysis. The questions covered here are designed to determine the staff level of experience from teaching engineering using design based learning approach as an educational model. From the analysed results, this research encourages the school to practice a unique pedagogy that will accomplish the students learning outcomes.