Project-Based Learning in Higher Education

Peterlicean, Andrea; Morar, Florica

doi:10.4028/www.scientific.net/amm.371.739

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…3. This is not to deny HE PBL researchers' contribution (e.g., Peterlicean and Morar 2013;O'Brien, McGarr, and Lynch 2020;Lee et al 2013 and more), however this scholarship does not explicitly attend to materiality, affect and care as dimensions of teaching and learning. 4.…”

Section: Notesmentioning

confidence: 99%

“…As explained in the 'Hauntings' and 'De-centring' sub-sections below, this resulted in us 'letting the ghosts in' and being notified that there was 'something to be done', providing new materially-driven insights into HE pedagogy. And another strand is the emergence of an experimental film, developed to emphasise that teaching and learning happen with matter (Page 2018). This offers future students insights into the module's fluid and experimental character, and allows us to model our conviction to embrace the same risks and unknowns (Behari-Leak et al 2019) that we ask of our students.…”

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confidence: 99%

“…You will encounter the results of our diffractive analysis below. Secondly, in the interest of allowing emotions, materiality, and absences to fully irrupt into our processes (St Pierre 1997), we pushed beyond written forms to make a film which could actively acknowledge that teaching and learning happen in relationship with matter (Page 2018). Full methodological details regarding this are available in Chappell et al (2020), as they are beyond this article's scope.…”

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confidence: 99%

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Letting the ghosts in: re-designing HE teaching and learning through posthumanism

Chappell

Natanel

Wren

2021

Teaching in Higher Education

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Alongside the neoliberalisation of UK Higher Education (HE), the values of speed, competition, marketisation and individualism increasingly shape teaching and learning globally. This article takes seriously the feeling of unease expressed by lecturers and students in this context, proposing that posthumanism offers a theoretical, methodological and praxical means to challenge neoliberal logics and their effects. Through assemblages, diffractive analysis and an experimental film, we explore how module re-design and delivery around 'posthumanist projectbased learning' (PBL) attends to materiality, embodiment, affect, ethicality, social justice and political transformation. We argue that by de-centring the human, posthumanist PBL alerts students, teachers and researchers to the 'trouble' that haunts educational experiences and centres an ethics of community that reshapes the boundaries of accountability. Our work indicates how posthumanism might offer new ways to engage in HE knowledge productionand position materiality, care and our common future as the drivers for teaching and learning.

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Section: Notesmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Letting the ghosts in: re-designing HE teaching and learning through posthumanism

Chappell

Natanel

Wren

2021

Teaching in Higher Education

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“…When such a design project was first introduced in engineering education, it seemed to be unattainable and overwhelming for first-year engineering students. Despite this, studies have found that project-based learning contributes to the development of skills that are needed in every-day life such as time management, delegation of responsibilities, and others [2].…”

Section: Introductionmentioning

confidence: 99%

Educational Opportunities of a Designed-based Project that Challenges Freshman Students to Build a Miniature Racing Car

Breidi¹,

Chen

Sturgeon³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This paper introduces a semester long team-oriented, hands-on engineering project to design a miniature racing car that will compete in a series of challenges. Each team, consisting of three to four members, will be given a battery and a motor by the beginning of the semester, and by the end of the semester, must come up with their own unique design, manufacture their design, present it to the class and engineering faculty and staff, and compete in a series of racing challenges. The miniature racing car project awakes a desire of learning about engineering while acquiring useful skills such as problem solving, machining, time management, leadership, teamwork, etc. In addition, the students learn how to utilize engineering software such as MATLAB, SolidWorks, AutoCAD, and others in a creative manner to benefit in the project. The project is centered on the Conceive, Design, Implement, and Operate (CDIO) process, which is an innovative educational technique based on the principle that product, process, and system development are a key context for an engineering education. This project enhances students' learning experience through three categories: knowledge, skills, and competitiveness. This project accomplishes these three categories by helping each individual acquire technical and analytical skills and allowing them to experience what it is like to work on an engineering design using the proper software and hardware tools. First-year engineering students tend to question if they will be able to come up with creative designs and develop innovative devices within a relatively short period of time. Implementing a system engineering and freshman design course in the engineering core that challenges students to build a miniature racing car is beneficial for the students. Educational benefits that have been discovered are that students realize what they are interested in, discover what their roles are as a part of a team, gain soft and technical skills, and enjoy the project overall. The effectiveness of the project was quantitively measured through surveys that exposed the students to different aspects of the course. This showed that although most students thought they did not have the skills to successfully complete the project, at the end, they were able to succeed and learn from the experience.

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Integrating Environmental Issues in the Development of Communication Skills and the Importance of Environmental Sustainability Training

Marcu

Morar

Rus

2022

The 15th International Conference Interdisciplinarity in Engineering

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Project-Based Learning in Higher Education

Cited by 5 publications

References 3 publications

Letting the ghosts in: re-designing HE teaching and learning through posthumanism

Letting the ghosts in: re-designing HE teaching and learning through posthumanism

Educational Opportunities of a Designed-based Project that Challenges Freshman Students to Build a Miniature Racing Car

Integrating Environmental Issues in the Development of Communication Skills and the Importance of Environmental Sustainability Training

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