Project-based learning approach for control system courses

Abstract

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 destinado a encontrar a solução para um problema de controle. A abordagem é baseada na colocação de um desafio profissional ao curso, de modo que os alunos aprendem os tópicos, enquanto eles resolvem o problema e desenvolvem competências transversais necessárias para enfrentar os novos desafios 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 avaliada por meio de pesquisa e observação do desempenho dos alunos. Aspectos sobre o projeto de pesquisa e os resultados da pesquisa são apresentados analisando a contribuição da abordagem proposta para desenvolver habilidades como ABSTRACTThis paper introduces the design and development of control system courses in an undergraduate program by using Project-Based Learning (PBL) when the curriculum uses Traditional Education. The paper presents a complete outline of control courses that takes into account the problem definition, project duration, support resources and student evaluation. In this approach, students are organized into teams to develop a project seeking to find the solution to a control problem. The approach is devoted to placing a professional challenge into the course, so students learn the topics while they solve the problem, and develop the transversal skills needed to face the new challenges of control. The approach uses the peer-assessment and self-assessment activities to evaluate abilities, knowledge, and observe the development of transversal skills. The impact of the proposed approach is evaluated by using a survey and observing the student performance. Aspects about the survey design and survey results are presented analyzing the contribution of the proposed approach to develop skills like teamwork, selflearning, problem solving and communication abilities.

Active learning with research based on three principles of higher education

“…The Table 1 describes the mechanism of project-based learning, which consist of (1) preparing a lesson plan, (5) organizing the project, (6) facilitating student's problem, (10) accompanying students, (11) recommending expert needs, (13) guiding (lecture and expert), ( 14) guiding, and (15) facilitating. The eight points above are the lectures and student activities as follows.…”

“…An active learning approach where students develop technically and transversely skills in working on a project [11]. The projects they discussed were related to real life [12].…”

Herramienta de emulación de sistemas dinámicos a través de internet

“…Para el desarrollo de la herramienta no se requiere modificar el macro generador de código C, y en la generación del ejecutable en tiempo real la aplicación no requiere ejecutar ScicosLab para compilar el proyecto. Este enfoque permite diversificar los contextos y aplicaciones en donde los sistemas de control son utilizados (Fernández, Ramírez, & Orozco, 2010); por tanto, se ha establecido este tipo de experimentación como una herramienta alternativa de apoyo a la formación con metodología de aprendizaje basado en proyectos (ApP), la cual se está empleando en los cursos de sistemas de control en la Universidad del Valle (Fernández, Ramírez, & Orozco, 2012).…”

The Development of Project-Based Learning Method to Increase Students' HOTS in Mathematics

“…PjBL is an innovative learning model or approach which emphasizes contextual learning through complex activities (Rethusa, Lusa, and Hasnawati 2020) (Maros et al 2021) related to real-life (Yulianti et al 2015) and provides opportunities for students to work independently (Anggi Permana Putra dan Ismet Basuki 2018) and work with the team (Indarti 2016). The PjBL model can connect students' higher-order thinking skills (Hayati et al 2016), creative thinking (Yustina et al 2020) improve transferability (Fernández-Samacá, Ramírez, and Orozco-Gutiérrez 2012). Project-based learning has the potential to provide students with a more engaging and meaningful learning experience.…”