Automation and Control Remote Laboratory: A Pedagogical Tool

Soares, Filomena; Leão, Celina Pinto; Carvalho, Vı́tor; Vasconcelos, Rosa; Costa, Sandra

doi:10.7227/ijeee.51.1.5

Cited by 21 publications

(13 citation statements)

References 9 publications

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“…In addition to the mentioned approaches, some techniques have been applied in the progress of projects, such as virtual meetings, e-learning, skill sections, game elements, Matlab, robots and communities of practice, among others (Prince & Felder, 2006;Bellmunt et al, 2006;Behrens et al, 2010;McLurkin et al, 2013;Santos-Martin et al, 2012;Soares et al, 2014;Hosseinzadeh & Hesamzadeh, 2012;Warren et al, 2012). Finally, as a tool for evaluation, peer evaluation was used in the composition of students' grades (De los Ríos-Carmenado et al, 2015;Chau, 2007;Palmer & Hall, 2011;Hosseinzadeh & Hesamzadeh, 2012;Mantri et al, 2008;Hersam et al, 2004;Rodríguez et al, 2015;Kumar & Hsiao, 2007).…”

Section: Classificationmentioning

confidence: 99%

A bibliometric and classification study of Project-based Learning in Engineering Education

Reis

Barbalho

Zanette

2017

Prod.

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Section: Classificationmentioning

confidence: 99%

A bibliometric and classification study of Project-based Learning in Engineering Education

Reis

Barbalho

Zanette

2017

Prod.

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“…There has also been an effort to drive students towards being more closely responsible for their own learning process (Soares et al, 2014), mainly by having a curriculum that is centered on their particular needs (Galand et al, 2010).…”

Section: Pbl In Engineering Programsmentioning

confidence: 99%

“…According to Soares et al (2014), most examples of practical experience present themselves only in the final years of a student's education, as well as in the first moments after graduation. The author stipulates that, in essence, students are deprived of the opportunity to develop their abilities over the course of their academic programs, mainly by not applying the retained theories in a way that associates technical content with their professional fields.…”

Section: Introductionmentioning

confidence: 99%

A Project-based Learning curricular approach in a Production Engineering Program

Monteiro

Reis

Silva

et al. 2017

Prod.

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The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL) methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students' soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project's subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset. KeywordsEngineering education. Industrial engineering. Production System Project (PSP). approach are intrinsically linked to the acquisition of knowledge that can be applied in a professional environment, in improving existing skills, and for problem solving as a whole.Project Based Learning utilizes continuous questioning as a teaching and learning technique. This particular strategy has been adopted by the University of Brasilia (UnB) in its Industrial Engineering course. The use of this approach encourages the student to seek knowledge by proposing solutions to real problems, introduced by external agents. The student becomes the subject of the learning process, as his or her learning depends on the constant search for new knowledge, technologies, methods, techniques and tools that can be used in carrying out activities that will permit them to arrive at feasible solutions.The PBL approach provides the student with a deeper understanding of the studied content, as it puts into practice the theoretical concepts and strategies for problem solving. At the same time, it fosters the development of multidisciplinary capabilities related to communication, leadership, management, and the development of a reasoned critical thinking (Witt et al., 2006;De los Ríos-Carmenado et al., 2015;Miranda, 2004). According to Barell (2007), there is an effective increase in students' performance, due to both the greater retention of information available, and to the motivation and interest that is fostered by resolving real-life issues.

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“…Distribution of the students by year in both cycles of studies.E K SEsteves, Morais,Soares, and Leão, 2014).The questionnaire comprises several parts in order to characterize the student and to assess the practical work developed. Thus, after the identification of the questionnaire purpose, the first part includes general questions to identify the respondent student (gender, age, academic year, classes' timetable, number of times that has attended the course).…”

mentioning

confidence: 99%

Interpreting Students’ Perceptions in Fluid Mechanics Learning Outcomes

Soares

Leão

Guedes

et al. 2015

Education in the Knowledge Society

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The objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value.

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Automation and Control Remote Laboratory: A Pedagogical Tool

Cited by 21 publications

References 9 publications

A bibliometric and classification study of Project-based Learning in Engineering Education

A bibliometric and classification study of Project-based Learning in Engineering Education

A Project-based Learning curricular approach in a Production Engineering Program

Interpreting Students’ Perceptions in Fluid Mechanics Learning Outcomes

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