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007 cr un uuuua
008 190403s2017 gw sb 001 0 eng d
020 _a9789463009058
_q(electronic book)
020 _z9789463009034
_q(print)
024 7 _a10.1007/978-94-6300-905-8
_2DOI
035 _a(OCoLC)1004225489
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1027.42
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a371.39
_223
245 1 0 _aPBL in Engineering Education :
_bInternational Perspectives on Curriculum Change /
_cAida Guerra.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2017.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rAida Guerra , Ronald Ulseth and Anette Kolmos --
_tPBL Curriculum Strategies /
_rAnette Kolmos --
_tSustaining Change for PBL at the Course Level /
_rKhairiyah Mohd-Yusof --
_tTen Years of Project-Based Learning (PBL) in Industrial Engineering and Management at the University of Minho /
_rRui M. Lima , José Dinis-Carvalho , Rui M. Sousa , Anabela C. Alves , Francisco Moreira , Sandra Fernandes and Diana Mesquita --
_tIron Range Engineering Model /
_rBart Johnson and Ron Ulseth --
_tPBL in Engineering Education /
_rJ. Wang , C. S. Yap and K. Goh --
_tPBL Experience in Engineering School of Mondragon University /
_rNestor Arana-Arexolaleiba and Miren I. Zubizarreta --
_tEsprit PBL Case Study /
_rLamjed Bettaieb --
_tPerspectives on Engineering Curriculum Change /
_rAida Guerra and Ron Ulseth --
_tAbout the Contributors /
_rAida Guerra , Ronald Ulseth and Anette Kolmos.
506 _aAvailable to subscribing member institutions only.
520 _aPBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices. In the examples presented, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation. This book gathers experiences, practices and models, through which is given a grasp of the complexity, multidimensional, systemic and dynamic nature of change processes. Anette Kolmos, director of Aalborg PBL Centre, leads off the book by presenting different strategies to curriculum change, addressing three main strategies of curriculum change, allowing the identification of three types of institutions depending on the type of strategy used. Following chapters describe each of the PBL cases based upon how they implement the seven components of PBL: (i) objectives and knowledge; (ii) types of problems, projects and lectures; (iii) progression, size and duration; (iv) students’ learning; (v) academic staff and facilitation; (vi) space and organization; and (vii) assessment and evolution. The book concludes with a chapter summarizing all chapters and providing an holistic perspective of change processes.
650 0 _aEngineering
_xStudy and teaching (Higher)
650 0 _aProblem-based learning.
650 0 _aLearning
_xResearch.
700 1 _aGuerra, Aida,
_eeditor.
776 0 8 _iPrint version:
_tPBL in Engineering Education: International Perspectives on Curriculum Change
_dLeiden, Boston : Brill | Sense, 2017,
_z9789463009034
830 0 _aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-905-8
999 _c38485
_d38485