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000799891 020__ $$a9789463009058$$q(electronic book)
000799891 020__ $$a9463009051$$q(electronic book)
000799891 035__ $$aSP(OCoLC)on1004225489
000799891 035__ $$aSP(OCoLC)1004225489
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000799891 050_4 $$aLB1027.42
000799891 08204 $$a371.39$$223
000799891 24500 $$aPBL in engineering education :$$binternational perspectives on curriculum change /$$cedited by Aida Guerra, Ronald Ulseth and Anette Kolmos.
000799891 2463_ $$aProject-Based Learning in engineering education
000799891 264_1 $$aRotterdam :$$bSense Publishers ;$$c2017.
000799891 300__ $$a1 online resource :$$billustrations
000799891 336__ $$atext$$btxt$$2rdacontent
000799891 337__ $$acomputer$$bc$$2rdamedia
000799891 338__ $$aonline resource$$bcr$$2rdacarrier
000799891 504__ $$aIncludes bibliographical references.
000799891 506__ $$aAccess limited to authorized users.
000799891 520__ $$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.
000799891 588__ $$aDescription based on print version record.
000799891 650_0 $$aEngineering$$xStudy and teaching (Higher)
000799891 650_0 $$aProblem-based learning.
000799891 650_0 $$aLearning$$xResearch.
000799891 650_0 $$aActive learning.
000799891 7001_ $$aGuerra, Aida,$$eeditor.
000799891 7001_ $$aUlseth, Ronald,$$eeditor.
000799891 7001_ $$aKolmos, Anette,$$eeditor.
000799891 77608 $$iPrint version:$$tPBL in engineering education.$$dRotterdam : Sense Publishers ; [2017]$$z9789463009034$$w(OCoLC)1003326184
000799891 852__ $$bebk
000799891 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6300-905-8$$zOnline Access$$91397441.1
000799891 909CO $$ooai:library.usi.edu:799891$$pGLOBAL_SET
000799891 980__ $$aEBOOK
000799891 980__ $$aBIB
000799891 982__ $$aEbook
000799891 983__ $$aOnline
000799891 994__ $$a92$$bISE