258 research outputs found
Congratulations on your offer - A message from Professor Alex Stojcevski
No full textDean of Software and Electrical Engineering, Professor Alex Stojcevski congratulates applicants who have received an offer from Swinburne University of Technology
Establishing a global PBL community:initiatives by the UNESCO Chair in Problem Based Learning
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Online Role Playing In A New Problem Based Learning Curriculum In Electrical Engineering
No full textTechnical Support Role for Problem/Project Based Learning in Electrical Engineering
No full textThis paper describes the changes and the increased technical involvement of the technical support staff from a traditional lecture-based teaching and learning delivery to delivering a successful engineering program using Problem/Project Based Learning
Efficacy of Self Assessment and Reflective Journals in Problem-based Learning
No full textProblem Based Learning (PBL) has attracted wide attention ever since its inception. Literature identifies PBL as one of the best alternative pedagogy to Instructive Learning (IL), whilst challenges in assessing the success of PBL have also been widely reported. Unlike Instructive Learning wherein examination is the major assessment component, PBL has number of components at its disposal: portfolio, oral presentations, interviews, role play, position paper, peer assessment, self assessment, reflective journal and so on. In the School of Engineering and Science at Victoria University, Australia, often combinations of these assessment techniques are used to facilitate effective learning. A final summative grade is provided as a measure of student learning with appropriate formative feedback. It is to be noted that the assessments can be conducted at various times of the semester. This provides a sampling of the learning process across the semester but does not provide a continuum. Current trends of monitoring the learning process is centered around e-learning such as Wikipedia or custom designed tools. In this paper, the authors have analysed the process of learning using the (student) self assessment survey distributed at the start of the semester and the reflective journal submitted towards the end of the semester.
The questionnaire focussed on PBL assessments, group work, resources, skill sets required to undertake PBL and the role of facilitators. Students were asked to provide both quantitative (rating scale 1 to 5) and qualitative feedback in the form of comments. Students were given total freedom as far as the reflective journals were concerned. Questionnaires were analysed quantitatively, whilst the qualitative comments were extracted from the reflective journal. There was a clear correlation between good reflective journals and the corresponding portfolio grades. Thus the self assessment questionnaire and the reflective journals were useful in capturing the learning process
Introducing PBL to Foreign Students in International Engineering Programs
No full textUniversities in the globalized world are facing challenges arising from the increase of cultural diversity. The challenges are particularly pronounced in the case of a Problem Based Learning (PBL) environment, such as, for example, atAalborg University (AAU), Denmark, where students are expected to develop process competencies (i.e. skills in projectmanagement, collaboration, communication, etc.) in addition to technical skills. This paper presents the development of a course, the Project Organized Learning (POL) course, which has been designed to assist students in international engineering programs to develop process competencies from an intercultural perspective. The POL course has had positive effects in terms of helping foreign students understand PBL and develop learning strategies in a PBL setting. However, our experiences show that issues arising from cultural diversity in educational settings are more complex than only integrating foreign students into existing programs. More efforts and better strategies are needed to improve intercultural competencies for teaching staff and students, foreigners as well as locals, in engineering education.<br/
Learning Portfolio as an Assessment Method in Problem Based and Project Organized Learning
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