Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

Hosseinzadeh, Nasser; Hesamzadeh, Mohammad Reza

doi:10.1109/te.2012.2191588

Cited by 110 publications

(66 citation statements)

References 9 publications

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“…Assessing the students' performance in a PBL consideration of various assessment techniques, were both the content and the authentic assessment for evaluates students over time throughout their learning, whereas exams assess students at the end of the course [7]. The categories of authentic assessments generally, are: (1) performance assessment, (2) portfolio assessment, (3) reflection, and (4) self-assessment [8].…”

Section: Methods Of Assesmentmentioning

confidence: 99%

Implementation of Project-Based Learning in EduNet PC WORX IEC 61131-3 Based PLC Training Program

Mulyanti¹,

Pantjawati²,

Elvyanti³

et al. 2015

Advances in Social Science, Education and Humanities Research

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-In this paper, the implementation of project-based learning (PBL) in EduNet PC Worx IEC 61131-based PLC (programmable logic control) training program is described and discussed. By using PBL, the students are expected to understand the concept and have ability to accomplish projects in a good level of training objectives. The observation results show that the trainee can demonstrate the academic knowledge and have ability to solve the problem in borderline level. Meanwhile, the ability to organize a work schedule, to complete work on time and correctly, to work under pressure, to utilize equipment and training module correctly, and to handle equipment safely sometimes do not meet expectations. However in the softskill aspects such as attendance, attitude to job and supervision, and ability to work in a team frequently meet satisfactory level. Paper will be sum up with some recommendations for solving the obtained shortcomings.

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Section: Methods Of Assesmentmentioning

confidence: 99%

Implementation of Project-Based Learning in EduNet PC WORX IEC 61131-3 Based PLC Training Program

Mulyanti¹,

Pantjawati²,

Elvyanti³

et al. 2015

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…There is extensive literature in different engineering disciplines illustrating the educational added value of design-oriented and project-based on students' gains and more specifically in the field of EE (Guzelgoz and Arslan 2009;Hosseinzadeh and Reza Hesamzadeh 2012;Aliakbarian et al 2014;Zhang, Thorp Hansen, and Andersen 2015). These practices highlight the application of PBL to courses including educational principles of starting with an ill-structured problem or assignment, in which students collaboratively work, for instance, on modelling power systems, implementing various power converter applications, or on how to tackle manpower requirements of a dynamic and ever-changing telecommunications and electromagnetics industry demands.…”

Section: Active Learning Approaches In Engineering Educationmentioning

confidence: 99%

Exploring students’ engineering designs through open-ended assignments

Puente

Jansen

2016

European Journal of Engineering Education

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This paper aims at presenting the experience of the Power Conversion project in teaching students to design a proof-of-principle contactless energy transfer system for the charging of electrical vehicles. The Power Conversion is a second-year electrical engineering (EE) project in which students are to gather and apply EE knowledge to design and test a system. This system is to work with power level and operates independent from an electricity grid. The instructional method used in this project is design-based learning (DBL). As an educational approach, DBL is to support students to gather and apply knowledge in openended assignments. The set-up of the project has gone through different modifications and iterations in three consecutive years regarding the organisation and supervision of the students. We have analysed the students' design products in the past three academic years in order to evaluate whether the project set-up and supervision have influenced students' designs. Results indicate that the open-ended character of the project has a positive influence on the designs especially regarding the criteria on efficiency, Maximum Power Point Tracking algorithm and power tracking. ARTICLE HISTORY

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“…Project Oriented Learning [3] is used by educational institutions to educate students and evaluate skills acquired in the classroom. In general, projects are divided in two areas: academic or artificial projects, defined by the lecturer; and real projects which are defined by a client with a specific requirement [4].…”

Section: Related Workmentioning

confidence: 99%

Comprehensive Learning through the MultiDisciplinary Design of an Automated Guided Vehicle

Aguilar¹,

Lozoya²,

Orona³

et al. 2016

Proceedings of the 14th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovati

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Abstract-Often, academic assignments for engineering courses include Project Oriented Learning (POL) as a method to evaluate the knowledge and skills that students acquired during a certain term. Also, educational institutions motivate their faculty to generate projects in which a real situation is involved. In other cases, educators design activities that integrate a multidisciplinary approach. However, conceiving and implementing a project which has these three characteristics is a difficult task. In this paper, a project which considers all three is presented, from the inception of the idea thru the implementation of the entire process. During one semester, students from diverse majors designed, built, and tested an autonomous vehicle to provide tours to prospective students and their parents. This project involves a multidisciplinary approach with undergraduates and faculty from four different areas: mechanics, mechatronics, industrial design, and computer science.Keywords-Multidisciplinary projects, Automated Guided Vehicle, higher education projects. Abstract-Often, academic assignments for engineering courses include Project Oriented Learning (POL) as a method to evaluate the knowledge and skills that students acquired during a certain term. Also, educational institutions motivate their faculty to generate projects in which a real situation is involved. In other cases, educators design activities that integrate a multidisciplinary approach. However, conceiving and implementing a project which has these three characteristics is a difficult task. In this paper, a project which considers all three is presented, from the inception of the idea thru the implementation of the entire process. During one semester, students from diverse majors designed, built, and tested an autonomous vehicle to provide tours to prospective students and their parents. This project involves a multidisciplinary approach with undergraduates and faculty from four different areas: mechanics, mechatronics, industrial design, and computer science.

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Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

Cited by 110 publications

References 9 publications

Implementation of Project-Based Learning in EduNet PC WORX IEC 61131-3 Based PLC Training Program

Implementation of Project-Based Learning in EduNet PC WORX IEC 61131-3 Based PLC Training Program

Exploring students’ engineering designs through open-ended assignments

Comprehensive Learning through the MultiDisciplinary Design of an Automated Guided Vehicle

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