Large scale vertically integrated PBL

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Abstract

Problem based learning is a prevalent and increasingly preferred pedagogy in the field of engineering education. It is a highly effective teaching approach for this field as it contextualises learning, facilitates application and integration of domain specific knowledge as well as developing a range of transferable skills such as communication and critical thinking. An effective problem-based learning activity is contingent on a problem that students can relate to and have agency behind solution choices. In this paper we present a case study of a mixed year cohort problem-based learning activity that was aimed to emulate the reality of a contemporary, real-world engineering problem. The student cohort consist of 2nd and 3rd year engineering students from a mixture of engineering disciplines that include mechanical, mechatronics, electronic, electrical and software. The resulting impact of the teaching activity was an innovative, highly relevant and realistic experience that had a profound effect on transformable skills development.
Original languageEnglish
Title of host publicationProceedings of the AAEE 2019 30th Annual Conference
Publication statusAccepted/In press - 2019
EventAustralasian Association for Engineering Education 2019 - Brisbane Convention and Exhibition Centre, Brisbane, Australia
Duration: 8 Dec 201911 Dec 2019
Conference number: 30th
https://www.usq.edu.au/study/faculty-events/2019/12/aaee2019

Conference

ConferenceAustralasian Association for Engineering Education 2019
Abbreviated titleAAEE2019
CountryAustralia
CityBrisbane
Period8/12/1911/12/19
Internet address

Bibliographical note

Copyright © 2019 Nicholas M. K. Tse and Rex Di Bona.

Keywords

  • PBL
  • integrated
  • multi-disciplinary
  • multi-year
  • emulate

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  • Cite this

    Tse, N. M. K., & Di Bona, R. (Accepted/In press). Large scale vertically integrated PBL. In Proceedings of the AAEE 2019 30th Annual Conference