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4 results on '"project led education"'

1. A CONSTRUÇÃO DE CURRÍCULOS POR MEIO DE METODOLOGIAS ATIVAS.

Author

Antero de Deus Júnior, Getúlio

Subjects
*PROBLEM-based learning, *B cells, *EDUCATION methodology, *HIGHER education, *CURRICULUM
Abstract

In times of uncertainty, changes and challenges faced by Higher Education, the teaching work strategies can contribute to the implementation of active learning in the classroom. Nonetheless, active methodologies present control, monitoring and assessment of the entire teaching-learning process, while the teaching work strategies do not necessarily have this intention. Thus, active methodologies of the Problem-based Learning (PBL) and the Project Led Education (PLE) are presented in a structured way, as potential candidates for use in Higher Education. Additionally, new possibilities are presented for the structures that comprise a curriculum, called curriculum cells, proposed from four models: (a) curriculum cell that uses only the PBL (model A); (b) curriculum cell that uses only the PLE (model B); (c) hybrid curriculum cell that uses the PBL and the PLE (model C); and (d) hybrid curriculum cell that uses the PBL and the PLE, and the dialogued expository classes (model D). A proposal for structuring the curriculum for a Lato Sensu Specialization Course in Intercultural Engineering is then presented, and it based on the small modifications in cell models B and C. The challenges in implementing active methodologies are enormous, and the pursuit of curriculum innovation cannot come suddenly or radically. Certainly, it takes dialogue, understanding of established practices and building a solid foundation, so that those involved in the process understand the importance of true transformation. [ABSTRACT FROM AUTHOR]

Published
2024
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2. The Bologna Process Implementation and its Consequent Changes in the Teaching/Learning Model—the Industrial Management and Engineering Degree Case.

Author

Soares, Ana Luísa, Costa, Elga, and Ferreira, Luís Pinto

Subjects
*INDUSTRIAL engineering, *INDUSTRIAL management, *LEARNING, *GRADUATES, *MOTIVATION (Psychology)
Abstract

The present paper aims to present a Project included in a diversified programme and consequent implementation of a new Teaching/Learning model adapted to the Industrial Management and Engineering Degree (IMED) of the Management and Industrial Studies School (O’Porto Polytechnic Institute). Owning particular and specific characteristics, this model is based on the graduates’ professional profile as well as on the work market dynamics, placing the student in the centre of the Learning Process, in opposition to the ‘teacher centred’ method (as conceived by the Bologna Treat). Diverse in the approach, the model includes differentiating factors when compared to the project based traditional model. Through the development and conception of practical Interdisciplinary Projects, centring knowledges and techniques from the different Industrial Management and Engineering areas, we seek a new way of implementing the ‘Project Led Education’ (PLE) bases, according to the Active Learning paradigm. This teaching/learning model aims to contribute to the Industrial Management and Engineering graduates’ formation focused on a high level of performance and professional rectitude, to induce students’ enthusiasm and motivation for acquiring scientific and technical knowledge, as well as to satisfy the diverse interest groups’ expectations and promote the regional development. [ABSTRACT FROM AUTHOR]

Published
2009
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3. A European union (EU) co-operation program: Integral, innovative, industrial product design and development, I3PD(2) and project led education (PLE)

Author

Nielsen, Sven Hvid, Helander, M, Xie, M, Jaio, M, and Tan, K. C.

Subjects
product design and development, ComputingMilieux_COMPUTERSANDEDUCATION, project led education, the Aalborg model, innovation
Abstract

Aalborg University's project-organised and problem-oriented studies were introduced Thirty-three years ago. The experience since then has proved this to be an important innovation in higher education. The primary aim is to teach young people, students to become useful members for industry and society. Other primary objectives are to ensure high-quality research and education and to enhance technology transfer and to stimulate industry-university partnerships within the EU and stimulate Inter-University co-operation programmes. In this project we are focusing on the importance of curriculum development, teachers mobility, exchange of students and industrial co-operation.

Published
2007

4. Initiatives for quality improvement in portuguese engineering education

Author

Hattum, Natascha Janssen Van, Vasconcelos, Rosa, and Universidade do Minho

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION, Project led education, Curriculum design, Assessment, Quality, Ciências Sociais::Ciências da Educação
Abstract

This article aims to illustrate a range of different experiences, all aimed at innovation in engineering education, and in spite of their divergent nature, all related to an increased involvement of students. The different projects, coordinated by the Council of Engineering Courses, will be described to illustrate the variety in quality initiatives taken at different levels of engineering education at the University of Minho. All of the projects described are based on a perceived need for structural change towards more involvement of students in their own learning process. The first project is a Project Led Education experience at the Industrial Management and Engineering course. The second project is aimed at assessment methods that increase involvement and responsibility of students in their own assessment process, whereas the last project, takes place at the Business Informatics course of the University of Minho. This project is aimed at supporting the collaborative learning projects of students. The article will point at the importance of a coordinated approach to innovation, leaving enough freedom of own initiative and interpretation to (groups of) teachers and providing adequate pedagogical support to facilitate educational change.

Published
2006

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