scholarly journals Industry Supplied CAD Curriculum and Team Project-Based Learning: Case Study on Developing Design, Problem-Solving, Communication, and Group Skills

2018 ◽  
Author(s):  
Rustin Webster
Keyword(s):  
Problem Solving ◽  
Design Problem ◽  
Project Based Learning ◽  
Team Project ◽  
Group Skills

DEFINING THE APPROPRIATE COURSE PROJECT FOR FOSTERING THE EXPECTED COGNITIVE COMPETENCIES: EBD APPROACH TO AN ENGINEERING DESIGN COURSE

2018 ◽  
Author(s):  
Amirali Ommi ◽  
Yong Zeng
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Design Problem ◽  
Project Based Learning ◽  
Learning Objectives ◽  
Successful Completion ◽  
Future Directions ◽  
Design Project ◽  
House Design

Project-based learning is an inevitable part of current course curriculums, especially in engineering design courses. Incorporating course projects in curriculums is done for overcoming the lack of students’ familiarity with real-world challenges. Students either acquire or further develop those specific competencies upon successful completion of the course project. Thus, defining an appropriate course project becomes essential. The competencies that are fostered may depend either on the design problem or the project contexts. In this study, we employ an EBD approach to developing a framework for evaluating a course project regarding its fitness to course learning objectives. This framework makes it possible to elicit required competencies for accomplishing a course project and comparing it with the set of competencies in the course learning objectives. A case study of a flying house design project is presented to demonstrate the framework application. The discussion of the proposed framework and future directions to our research are presented at the end.

Project Management for Project-Based Learning

2010 ◽  
pp. 247-263 ◽  
Author(s):  
Shahron Williams van Rooij
Keyword(s):  
Project Management ◽  
Virtual Teams ◽  
Project Based Learning ◽  
Schedule Management ◽  
Final Project ◽  
Material Resources ◽  
Project Outcomes ◽  
Team Project ◽  
And Performance

This chapter reports the results of a case study in which the final project outcomes of small virtual instructional design teams using Project Management in an online graduate-level course are compared with teams using a less-structured approach. Based on the findings, the author offers the following recommendations for structuring project-based learning in small virtual teams: (a) assess through pre- or in-course questioning individual motivators of success and performance in virtual teams, (b) provide teams with templates with which to document roles, responsibilities, milestones and key deliverables, and (c) offer time and schedule management tips to reinforce/extend entry skills in team project management and participation. This case study can serve as a resource to eLearning practitioners seeking research-based best practices for both managing and participating in project teams that may have limited human and material resources and that may be distributed over a number of geographic locations and time zones.

Dichotomy of Design Experience: A Case Study of One Student’s Experience With Problem Typology and His Perceptions of Design

2020 ◽  
Author(s):  
Andrew Olewnik ◽  
Randy Yerrick ◽  
Amanda Simmons ◽  
Yonghee Lee
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Analysis ◽  
Engineering Education ◽  
Design Problem ◽  
Design Education ◽  
Mechanical Engineering ◽  
Design Engineering ◽  
Design Experience

Abstract This paper presents a case study of Jeff, a mechanical engineering senior, and his experience with design in two different contexts — one in the classroom and one extracurricular. After a year-long study of undergraduate engineers, Jeff revealed marked differences in his uptake of design principles and reflexivity toward his thinking within the discipline. We explored with Jeff the critical differences and experiences that led to his changes once we had completed data collection with his peer cohort of undergraduates. We explored Jeff’s interpretation of the differences he considered as positive changes, the attributes of applying principles of problem typology, and the requisite context required to achieve these changes as a student. Through qualitative analysis four assertions are examined — improved approach to design problem solving, broadened view of design, engineering as multiple types of problems, and relevance to the profession — and validated through a member check. Potential implications for engineering education, especially as it pertains to design education are briefly described.

Project Management for Project-Based Learning

2010 ◽  
pp. 1190-1206
Author(s):  
Shahron Williams van Rooij
Keyword(s):  
Project Management ◽  
Virtual Teams ◽  
Project Based Learning ◽  
Schedule Management ◽  
Final Project ◽  
Material Resources ◽  
Project Outcomes ◽  
Team Project ◽  
And Performance

This chapter reports the results of a case study in which the final project outcomes of small virtual instructional design teams using Project Management in an online graduate-level course are compared with teams using a less-structured approach. Based on the findings, the author offers the following recommendations for structuring project-based learning in small virtual teams: (a) assess through pre- or in-course questioning individual motivators of success and performance in virtual teams, (b) provide teams with templates with which to document roles, responsibilities, milestones and key deliverables, and (c) offer time and schedule management tips to reinforce/extend entry skills in team project management and participation. This case study can serve as a resource to eLearning practitioners seeking research-based best practices for both managing and participating in project teams that may have limited human and material resources and that may be distributed over a number of geographic locations and time zones.

Design Problem Solving

2006 ◽  
Vol 214 (2) ◽  
pp. 73-86 ◽  
Author(s):  
Constance Winkelmann ◽  
Winfried Hacker
Keyword(s):  
Problem Solving ◽  
Design Problem

Zusammenfassung. In zwei experimentellen Studien werden mögliche alternative Bedingungen der lösungsgüteverbessernden Wirkung einer Frage-Antwort-Technik im Entwurfsdenken (Design Problem Solving) geprüft. In der ersten Studie (N = 84) wurden differential- und kognitionspsychologische Bedingungen geprüft. Eine Aussagenanalyse in einer zweiten Studie (N = 94) sollte die nachgewiesenen Ergebnisse vertiefen. Für die in beiden Studien ermittelten Lösungsgüteverbesserungen konnten keine differentialpsychologischen Abhängigkeiten von Vorgehensstilen nachgewiesen werden. In kognitionspsychologischer Hinsicht zeigte sich, dass sowohl Fragen, die die Forderungen der Aufgabe in Erinnerung bringen, als auch Fragen, deren Beantwortung die Auslösung von Denkprozessen fördern, zur Lösungsgüteverbesserung beitragen. Größere Effekte werden bei der Kombination beider Fragenarten nahe gelegt. Die Ergebnisse der Aussagenanalyse weisen auf eine sowohl beschreibende als auch begründende und bewertende Vorgehensweise der Untersuchungsteilnehmer hin, die Verbesserungen erzielten. Fragen für weiterführende Untersuchungserfordernisse werden abgeleitet.

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