Large scale vertically integrated PBL

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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 AAEE2019 Conference Brisbane, Australia
Number of pages8
Publication statusPublished - 2019
EventAustralasian Association for Engineering Education 2019 - Brisbane Convention and Exhibition Centre, Brisbane, Australia
Duration: 8 Dec 201911 Dec 2019
Conference number: 30th


ConferenceAustralasian Association for Engineering Education 2019
Abbreviated titleAAEE2019
Internet address


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


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