Evaluation of a New Short-Project Based Learning (PBL) Method in an Engineering 1st Year Programme

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aut.relation.endpage19
aut.relation.journalLink Symposium Abstracts 2020en_NZ
aut.relation.startpage18
aut.researcherNomani, Junior
dc.contributor.authorNomani, Jen_NZ
dc.contributor.authorLittlefair, Gen_NZ
dc.date.accessioned2022-06-20T03:43:29Z
dc.date.available2022-06-20T03:43:29Z
dc.description.abstractTeaching approaches in engineering undergraduate programmes develop over time, to accommodate latest industry demands and technological needs, to incorporate new technologies in teaching and learning, or it adapts to become more relevant to climatic changes in cultural and societal shifts ushered by the next student generation.
 This study presents a new developed approach towards traditional Project Based Learning (PBL) in an engineering undergraduate 1st year program. PBL (Project Based Learning) also known as Problem Based Learning is a pedagogy which organises learning around projects. The project must involve some development of new understanding or new skills within a space occupied by group of students solving the task and teacher providing feedback. The duration of a PBL project spans traditionally from a few weeks in a semester to a full teaching year.
 The new approach presented in this study, was to implement a PBL project in an engineering paper which ran its full duration, start to finish in half a day. Shortened PBL projects offer an advantage of maintaining student engagement and cognitive impact throughout the entire project duration. A task often difficult to maintain by students during a normal length project.
 This study presents the evaluation of a short PBL project delivered in a 1st year undergraduate engineering programme. In the project, students were provided a physical space to tackle sustainable re-design of disaster-aid relief items and were also given access to interactive 3D visualisation technology known as CAVE environment as a design development tool. This study evaluates the effectiveness of short PBL projects as a teaching approach and impact on student engagement.en_NZ
dc.identifier.citationConference Proceedings of LINK 2021 3rd International Conference on Practice-Oriented Research in Art & Design. Auckland University of Technology. 2: 18-19. 31 Dec 2021
dc.identifier.doi10.24135/linksymposium.vi.4en_NZ
dc.identifier.issn2744-4015en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15243
dc.publisherSchool of Art and Design, Auckland University of Technologyen_NZ
dc.relation.urihttps://ojs.aut.ac.nz/linksymposium/article/view/4
dc.rightsCopyright (c) 2020 Junior Nomani and Guy Littlefair. Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International License.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectCAVE; Short Project‐based learning; Virtual reality
dc.titleEvaluation of a New Short-Project Based Learning (PBL) Method in an Engineering 1st Year Programmeen_NZ
dc.typeJournal Article
pubs.elements-id456277
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Design & Creative Technologies
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies/PBRF ECMS
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