TAKING RISKS-ADAPTING the AALBORG PROBLEM BASED LEARNING MODEL in A NEW FIRST YEAR ENGINEERING DESIGN CURRICULUM

ABSTRACT

An introduction to design for first year engineering students contains many facets. Students are expected to learn and demonstrate their knowledge of design processes, drawing, and computer-aided-design. In a new interdisciplinary design unit, students were given an ongoing individual design project which assessed their understanding of design, as well as competencies and skills in using their drawing, computer-aided design (CAD) and programming skills - they were also introduced to design through a design challenge that enhanced their individual and collective learning run in partnership with Engineers without Borders. This paper discusses the challenges of not only delivering such an ambitious model to first year engineering students from multiple disciplines-but the online and face-to-face teaching delivery that had to be implemented under Covid-19 restrictions. This paper documents a challenging year for all design educators, with significant uncertainty and rapidly changing circumstances. The conclusions of the paper are that Problem-Based Learning alone may not be suitable for engineering teaching in the first year of study, and with students who are getting to grips with blended learning and self-directed study. A hybrid model of problem and project-based learning may be more adaptable to different learning styles. If Problem-Based Learning is solely to be used it should place more emphasis on team work rather than individual competencies. Further work is to be explored in hybrid or hyflex online and in-class teaching to make the most out of activities linked with Project and Problem-Based Learning. © PDE 2021.