ABSTRACT
The volatile, uncertain, complex and ambiguous (VUCA) global context, amplified by two years of COVID has a profound effect on the predominant project based learning approach within design and design engineering curricula. Project management and affective or emotional factors are evidenced as significant but often overlooked within this context. Linking literature on the topics with data from n=200 participants from 3 HEIs, three aspects of popular industry Agile project management approaches are shown to correlate directly with addressing the VUCA context together with a model as a basis for considering the alignment of the topics. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
ABSTRACT
A first-year mandatory engineering project-based course aimed at developing an engineering mindset was taught through students engaging in active learning strategies built on the design-thinking framework by Ulrich and Eppinger. Course outcomes were achieved via students' participation in the fabrication of an autonomous robotic vehicle facilitated through practical hands-on activities, group discussions, and laboratory modules. Due to the COVID-19 pandemic, this formerly in-person course adopted a synchronous teaching model and used online instructional tools for lectures, group activities, and project support. The robotic project helped introduce students to engineering principles by employing multi-developmental phases for creating a robot. The teaching approach also provided students an engineering design experience while working in interdisciplinary teams with members serving unique engineering roles such as design, hardware, software, project, or testing lead. Students were required to design and fabricate a relevant prototype for stakeholders and, while doing so, learn and acquire essential competencies and skillsets relevant to engineering professions. Course methodology involved weekly assignments and the acquisition of project kits by individual students. The engineering mindset was assessed through content knowledge of inclusive modules in electronics, programming, 3D printing, innovation, and data analysis assignments. Learning outcomes include using software, hardware-based technologies, and research-based inquiries to design, fabricate, test, and improve an autonomous robot. Measurement of these outcomes was accomplished through course assessments, student evaluations, and the final project showcase results. This remote course structure fostered an engineering mindset, technical know-how, innovation and promoted essential competencies like teamwork, leadership, and critical thinking. Despite the pandemic-transformed pedagogy, students acquired relevant toolsets for manufacturing, synthesis, analysis, and technology that support engineering solutions. © American Society for Engineering Education, 2022.
ABSTRACT
The paper presents the results of the application of the project-based learning approach during the last academic year (2020-2021), in the conditions of the COVID-19 pandemic, in the course "Databases", when teaching and studying the topic "Relational Algebra". During the project-based learning, students-bachelors from the specialty "Internet and Mobile Communications"at the University of Ruse "Angel Kanchev"had to use various computer-based tools, such as MS Excel, MATLAB, LearningApps, etc., to present the basic operations in relational algebra. An analysis of students' opinions about the approach used for their training in the course "Databases"is given in the paper. © 2022 Croatian Society MIPRO.