976 resultados para Design led innovation
Filtro por publicador
- Aberdeen University (1)
- Abertay Research Collections - Abertay University’s repository (4)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (8)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (3)
- Aquatic Commons (1)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (5)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (6)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (3)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (8)
- Brock University, Canada (2)
- Bucknell University Digital Commons - Pensilvania - USA (2)
- CaltechTHESIS (2)
- Cambridge University Engineering Department Publications Database (27)
- CentAUR: Central Archive University of Reading - UK (38)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (6)
- Cochin University of Science & Technology (CUSAT), India (2)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (4)
- Deakin Research Online - Australia (41)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (1)
- Digital Commons - Michigan Tech (1)
- Digital Peer Publishing (3)
- Digital Repository at Iowa State University (1)
- Duke University (3)
- Ecology and Society (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Greenwich Academic Literature Archive - UK (6)
- Indian Institute of Science - Bangalore - Índia (15)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (4)
- Massachusetts Institute of Technology (5)
- Open University Netherlands (1)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (19)
- Queensland University of Technology - ePrints Archive (624)
- RDBU - Repositório Digital da Biblioteca da Unisinos (28)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (4)
- Repositório Institucional da Universidade de Aveiro - Portugal (8)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (19)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (3)
- Universidad de Alicante (2)
- Universidad del Rosario, Colombia (2)
- Universidad Politécnica de Madrid (20)
- Universidade de Lisboa - Repositório Aberto (5)
- Universidade Federal do Rio Grande do Norte (UFRN) (3)
- Universitat de Girona, Spain (1)
- Université de Montréal, Canada (7)
- University of Canberra Research Repository - Australia (2)
- University of Queensland eSpace - Australia (1)
- University of Southampton, United Kingdom (4)
- University of Washington (1)
- WestminsterResearch - UK (2)
Resumo:
The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.