scholarly journals BIM IMPLICATIONS IN THE DESIGN PROCESS AND PROJECT-BASED LEARNING: COMPREHENSIVE INTEGRATION OF BIM IN ARCHITECTURE

2017 ◽  
Author(s):  
CARLOS L. MARCOS
Keyword(s):  
Design Process ◽  
Project Based Learning

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

An Integrated Engineering Agriculture STEM Program

2020 ◽  
Author(s):  
Mohamed Gharib ◽  
Tala Katbeh ◽  
G. Benjamin Cieslinski ◽  
Brady Creel
Keyword(s):  
Developing Countries ◽  
Critical Thinking ◽  
Engineering Design ◽  
Design Process ◽  
Project Based Learning ◽  
Instructional Materials ◽  
Stem Fields ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Hands On

Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM. This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were produced and presented to a panel of experts. This program attempts to build bridges between developing countries’ STEM education pipeline and the new demand of talent in the agriculture sector. All pertinent details including the preparation, instructional materials, prototyping materials, and case studies are presented in this paper.

scholarly journals Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuen-Yi Lin ◽  
Ying-Tien Wu ◽  
Yi-Ting Hsu ◽  
P. John Williams
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Thinking ◽  
Real Life ◽  
Teaching Experiment ◽  
Project Based Learning ◽  
Learning Activities ◽  
Cognitive Structures ◽  
Technology Teachers ◽  
Engineering Design Process

Abstract Background This study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking. Results The study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning. Conclusions The findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.

scholarly journals APPLYING PROJECT-BASED LEARNING METHOD TO MEET LEARNING OUTCOMES OF CDIO-BASED TRAINING PROGRAMS

2019 ◽  
Vol 1 (2) ◽  
pp. 148-157
Author(s):  
Khanh Ngoc Van Duong ◽  
Nhiem Ba Nguyen ◽  
Phuc Minh Nhan ◽  
C Thanh Vo ◽  
Nam Hoang Tram
Keyword(s):  
Training Program ◽  
Learning Outcomes ◽  
Design Process ◽  
Training Programs ◽  
Soft Skills ◽  
Project Based Learning ◽  
Learning Method ◽  
Specialized Knowledge ◽  
Environmental Background ◽  
Specialist Knowledge

In the integration and development period, training students, which probably meets the urgent requirements of the companies, businesses in professional and soft skills, is becoming a challenge for all universities as well as for the teachers. To accomplish these requirements, CDIO-based training program not only requires students in criteria about knowledge, skills, and behaviors but also be an expert in the technical design process: conceive, design, implement and operate the systems in the entrepreneurial, social and environmental background. Therefore, how can students be skilled in both soft skills and specialist knowledge, but still meet the CDIO requirements? Based on these things, the authors propose solution to integrate soft skills into teaching specialized knowledge through project-basedbusiness method which helps students satisfy  specialized knowledge and soft skills directly related to future careers, and meet CDIO requirements.

Project-Oriented and Problem-Based Learning:A Mechatronic Curriculum

2004 ◽  
Author(s):  
Michael Rygaard Hansen ◽  
Torben Ole Andersen
Keyword(s):  
Design Process ◽  
Emerging Technology ◽  
Study Time ◽  
Project Based Learning ◽  
Teaching Approach ◽  
Multidisciplinary Design ◽  
Holistic View ◽  
New Applications ◽  
Natural Way

Mechatronics engineering is an emerging technology. New applications where a mechatronic approach is needed are added continuously. The demands to the education of engineers in this field are also increasing. Basically the challenge is to increase the content of the curriculum within usual study time. This paper presents a complete curriculum at Aalborg University based on problem-oriented and project-based learning from day one. This teaching approach has proven to be very well suited for mechatronics engineering as it provides the required holistic view of the multidisciplinary design process in a natural way. The trend and application of mechatronics engineering and research are illustrated followed up by a discussion on how problem-oriented and project-based learning are implemented in Aalborg with a number of project examples.

scholarly journals Understanding and Creating 3D Forms Using Familiar Objects

2016 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Mithra Zahedi
Keyword(s):  
Design Process ◽  
Three Dimensional ◽  
3D Models ◽  
Learning By Doing ◽  
Two Dimensions ◽  
Project Based Learning ◽  
Basic Knowledge ◽  
First Semester ◽  
Spatial Geometry ◽  
High Level

A fundamental for first-year design students is to express ideas by drawing and creating volumetric models. Traditionally, this education includes spatial geometry and generation of forms whereby students learn to appreciate intersections of volumes and projections to describe three-dimensional (3D) forms in two dimensions. However, given the aptitude of today’s students to operate 3D-modelling software and the general accessibility of current technology, spatial geometry as a core subject may seem less relevant. Our goal is to re-engage students in learning required basic knowledge and skills through a complex multifaceted design process. We have designed a first-semester course of four project-based learning activities that apply learning-by-doing methodology. For each of the past three years, 65 to 75 students have participated in our 3D Expression studio course, in which they develop understanding of design process, vocabulary, and skills to create 3D models with precision, refinements, and high-level visual impact. This paper reports on the successful results of activities conducted during the 14 full days of this studio course.

Using desirable difficulty concepts to enhance durable learning in design education

2020 ◽  
Vol 19 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Sarah Rutherford
Keyword(s):  
Cognitive Psychology ◽  
Design Process ◽  
Design Education ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Retention ◽  
Desirable Difficulties ◽  
Signature Pedagogy ◽  
Positive Effects ◽  
Over Time

Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.

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