Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

Abstract

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

A pedagogical study on promoting students' deep learning through design-based learning

“…Many researchers also discussed the application of DBL in specific teaching situations. They studied the teaching effectiveness of the DBL approach (Jiang et al, 2020 ). They focused on students' learning experiences (Ai et al, 2020 ).…”

“…Huang et al ( 2020 ) showed that the application of DBL in engineering education could foster individual sustainability competency. Jiang et al ( 2020 ) used the DBL approach to address the learning challenges of a joint undergraduate course in China and abroad and achieved satisfactory teaching and learning outcomes. Ai et al ( 2020 ) demonstrated that project-based design learning (PODBL) could be effective in improving industrial design teaching, increasing student learning efficiency and enhancing the learning experience.…”

Engagement de los alumnos en la escuela: Perspectivas sociales y psicológicas

“…O uso de PBL no contexto do ensino superior mostra-se como uma estratégia desafiadora por exigir que os acadêmicos desenvolvam níveis mais profundos de compreensão e aquisição de novas habilidades que o ajudarão a lidar com os desafios do mundo do trabalho (GUT-GARTS, 2020;ZAMORA-POLO, 2020;JIANG et al, 2020). Além disso, a utilização dessa metodologia propicia resolver desafios do mundo real, aplicando o conhecimento adquirido durante sua formação profissional (PORTUGUEZ CASTRO, GÓMEZ ZERMEÑO, 2020;MORALES, GÀRCIA, 2018).…”

University Impact on Regional Development in the Context of Smart Specialisation

“…In these frames they studied the way of learning (including cross-disciplinary perspectives) and types of collaboration with local communities (Wooltorton et al, 2011). Due to the SDG, regional universities paid attention to the entrepreneurial development (Bratucu et al, 2020), manufactural development in China (Jiang et al, 2020;Xia, Li & Yin, 2020;Ma et al, 2020). At the same time, sustainable development poses a challenge to the regional universities in Finland (Lattu & Cai, 2020).…”