Experiences in the Application of Project-Based Learning in a Switching-Mode Power Supplies Course

Lamar, Diego G.; Miaja, Pablo F.; Arias, Manuel; Rodríguez, Alberto; Rodrı́guez, Miguel A.; Vázquez, Aitor; Hernando, M.M.; Sebastián, J.

doi:10.1109/te.2011.2120612

Cited by 63 publications

(34 citation statements)

References 7 publications

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“…Both theoretical knowledge and construction practice are involved; so that, students gain hands-on experience as well as improve students' skills in self-directed learning, teamwork and project management. The application of PBL in the subject of designing power supplies has been approved to be extremely positive for students and also for teachers in [15]- [16]. Students are motived with the PBL scenario compared to the conventional teaching method, additionally teachers can benefit from it in guiding students to achieve significant learning [15].…”

Section: Introductionmentioning

confidence: 99%

Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark

2016

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-Power electronics is a fast developing technology within the electrical engineering field. This paper presents the results and experiences gained from DesignOriented Project Based Learning of switch-mode power supply design within a power electronics course at the Technical University of Denmark (DTU). Project-based learning (PBL) is known to be a motivating and problem-centered teaching method that not only places students at the core of the teaching and learning activities but also gives students the ability to transfer their acquired scientific knowledge into industrial practices. Students are asked to choose a specification from different power converter applications such as a fuel cell power conditioning converter, a light-emitting diode (LED) driver or a battery charger. Based upon their choice, the students select topology, design magnetic components, calculate input/output filters and design closed-loop controllers in order to fulfill the requirements listed in the chosen specification; thereby meeting the corresponding project's goals. In this paper, the course teaching plan and teaching methods are introduced, the assessment method is analysed and feedback from the students is studied.

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Section: Introductionmentioning

confidence: 99%

Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark

2016

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“…Students discuss and solve these problems with group peers. Through PBL, the ability of solving problems and teamwork is cultivated [4].…”

Section: Introductionmentioning

confidence: 99%

Project-Based Communication System Design Course

H¹,

Liu²,

Xu³

et al. 2016

Proceedings of the 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016)

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Abstract-This paper presents the implementation of communication system design course using projected-based learning method. In the project, students designed and simulated communication system in active learning ways. Communication system is interdisciplinary, which is related to knowledge from several courses such as communication principle, information theory and coding, digital signal and processing. To achieve project goals, students had to integrate the knowledge obtained in these courses. In the process of project, every student worked in a small group and tackled the difficult problems by negotiate among group members. Students' final scores depend on personal performance, group performance and final reports. Effectiveness of the learning methodology was evaluated through student's survey and comparing students' scores for 2014-2015 with that of 2013-2014. Evaluation results show that student's understanding of communication theoretical concepts is enhanced. Meanwhile, it fosters students' transversal abilities such as communication and teamwork cooperation.

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“…The implementation of this method varies depending on the type of courses. Koutsabasis and Vosinakis (2012) describe courses including studio ones for practitioners, while Martinez et al (2011) and Lamar et al (2012) show how it could work in different areas of expertise. PBL could also be a part of traditional courses, e.g., IT-related curriculum (Hauser et al, 2007;Chu and Hwang, 2010;Hou, 2010).…”

Section: Introductionmentioning

confidence: 99%

Project-based learning. Experiences from the initial stage of implementation in a higher education institution

Spałek

2014

IJIL

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Project or problem-based learning (PBL) has been recognised as a teaching method. Due to its major aspect of the highly practical implementation of knowledge in order to achieve a final product at the end of the course, it is very often applied in non-academic courses. However, the issue of PBL's implementation at higher education institutions is of a more complicated nature. Under those circumstances, the challenges are of a different nature. In this paper, experiences from the first stage of implementation of PBL at a traditional teaching university are presented and discussed. The implications for further steps are drawn as well.

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Experiences in the Application of Project-Based Learning in a Switching-Mode Power Supplies Course

Cited by 63 publications

References 7 publications

Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark

Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark

Project-Based Communication System Design Course

Project-based learning. Experiences from the initial stage of implementation in a higher education institution

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