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Project Based Learning for 1 st Year Engineering Students Keynote Address International Symposium for Project Based Learning for 1 st Year Engineering Students Keynote Address International Symposium for Engineering Education 2008 Dublin City University Dr Brian Corcoran: School of Mechanical and Manufacturing Engineering Mr John Whelan: School of Electronic Engineering

The Great Egg Race Professor Heinz Wolff ordering three colour-coded cardigan-wearing teams to 'solve The Great Egg Race Professor Heinz Wolff ordering three colour-coded cardigan-wearing teams to 'solve a fiendish engineering problem'. This inevitably involved the use of clothes pegs and bike pumps. Broadcast on BBC 2 from 2 nd January 1979 to 12 th Sept 1986 Total of 68 episodes in 8 series

1 st Year Redesign 2006 To move to a common first year across both 1 st Year Redesign 2006 To move to a common first year across both Engineering Schools Complete redesign of all first year programmes Module Code Module Title EM 101 Fundamentals of Electronic & Mechanical Engineering EM 102 Engineering Sciences (Mechanics, Electronics, Energy) EM 103 Engineering Mathematics & Computation EM 104 Basic Sciences for Engineers (Physical, Chemical, Life) EM 105 Professional & Personal Skills for Engineering EM 106 Laboratory & Project Work** EM 107 IT Skills & Software Tools for Engineers EM 108 Programming & Software Development for Engineers

EM 106: Laboratory and Project Work What Type of Project? ? ? Olin College's EM 106: Laboratory and Project Work What Type of Project? ? ? Olin College's curriculum is built around hands-on engineering and design projects. This project-based teaching begins in a student's freshman year

Objectives of EM 106 Project Based Learning Objectives of the module • Support the Objectives of EM 106 Project Based Learning Objectives of the module • Support the transition from Leaving Certificate to 1 st year of college • Develop skills in design, manufacture and assembly • Encourage staff student interaction and team work in 1 st year • Encourage problem solving skills in 1 st year • Develop formal and informal line of communication with 1 st years

EM 106: 1 st Year Football Match ‘All 1 st Year Students must compete EM 106: 1 st Year Football Match ‘All 1 st Year Students must compete in a soccer match at the end of Second semester’ To compete in this match they must • Design and build a remote controlled device using a limited supply of parts • The device must not exceed the size of an A 4 sheet of paper • The device must cup and kick the ball • The ball size will be that of a golf ball • The pitch size will be 4 m*3 m

Project Based Learning for 1 st Year Engineering Students Parts List • RC receiver Project Based Learning for 1 st Year Engineering Students Parts List • RC receiver • Servo (2 required) – one for steering – one for cupping ball • Solenoid for kicking ball • Motor Speed Controller

Project Based Learning for 1 st Year Engineering Students Workshop Facilities Project Based Learning for 1 st Year Engineering Students Workshop Facilities

Student Up-Skilling in Semester 1 The Class (currently 120 students) complete individual and team Student Up-Skilling in Semester 1 The Class (currently 120 students) complete individual and team tasks Semester 1: Mechanical Workshop Skills (weeks 1 -6) Individual Task Build a model plane Reading drawings, Marking out, drilling, filing, tapping Mechanical Drawing (weeks 1 -12) Pencil and paper Electronic Design (weeks 7 -12) Soldering, PCB assembly and E-CAD circuit design Labs, Lectures and Presentations (weeks 1 -12)

Student Up-Skilling in Semester 2: Build Phase (weeks 1 -10) Teams build their final Student Up-Skilling in Semester 2: Build Phase (weeks 1 -10) Teams build their final design Devise work plan and assign tasks Tech support and guidance given in a well equipped workshop facility Labs, Lectures and Presentations (weeks 1 -12) Lectures on recycling, ethics and design Poster presentations given to a public audiance Competition and Assessment (weeks 10 -12) 1 st event is an individual assessment. Score 5 goals Elimination match for 5 mins Final project report submitted in week 12

Teaching and Assessment of Project Based Learning for 1 st Year Engineering Students Semester Teaching and Assessment of Project Based Learning for 1 st Year Engineering Students Semester 1 Marks Semester 2 Marks Plane Fabrication 10 Design and Build 30 Concepts Presentation 10 Poster / Goals Scores 15 Speed Control Board 5 Final Report 30

Learning Outcomes for Project Based Learning Students will be able to 1. Solve practical Learning Outcomes for Project Based Learning Students will be able to 1. Solve practical engineering problems using basic scientific knowledge 2. Use computer packages to write technical reports, create spreadsheets, make presentations and publish work 3. Use computer aided design (CAD) applications to create engineering drawings. 4. Use IT skills and software for learning, sourcing and presentation of material. 5. Will have the ability to plan and complete a project on time. 6. Will have the ability to work effectively within a team to achieve a desired objective

Project Based Learning Project Based Learning

Resources and Logistics for Project Based Learning Initial set up costs: Workshop areas Mechanical Resources and Logistics for Project Based Learning Initial set up costs: Workshop areas Mechanical Materials Electronics Kits Staff Inputs: Substantial staff student interaction Contact time cannot be overemphasised Complex timetabling (within both schools) Website: Timetable changes Groups and assessments Labs and equipment: Flexible rooms and flexible equipment usage Public Areas for Presentations and Events

Positive Outcomes of Project Based Learning Positive Outcomes of Project Based Learning

Project Based Learning Issues • No formal exams: Therefore increased CA • Considerable informal Project Based Learning Issues • No formal exams: Therefore increased CA • Considerable informal staff input throughout the year • Timely feed back required on a regular basis • Passenger issues (Mentors) • Lack of contribution within a group (Self Regulation or Staff Intervention)

Positive Outcomes of Project Based Learning Increased Level of Staff / Student Participation and Positive Outcomes of Project Based Learning Increased Level of Staff / Student Participation and Interaction Excellent BUZZ throughout the year Limited inputs required to achieve major outputs Exceptional interest and engagement of students at and early stage High success rate in this module. Not just to pass the exam Excellent group work and ice breaker for 1 st years

Positive Outcomes of Project Based Learning Positive Outcomes of Project Based Learning

Positive Outcomes of Project Based Learning Positive Outcomes of Project Based Learning

Project Based Learning Project Based Learning

Final Words from Prof Heinz Wolff and Ali G Final Words from Prof Heinz Wolff and Ali G

3 rd YEAR FIREMAN PROJECT 3 rd YEAR FIREMAN PROJECT

Project Based Learning DO NOT UNDER-ESTIMATE YOUR 1 ST YEAR STUDENTS ABILITY TO APPLY Project Based Learning DO NOT UNDER-ESTIMATE YOUR 1 ST YEAR STUDENTS ABILITY TO APPLY THEMSELVES TO AN INTERESTING ENGINEERING PROBLEM

Class of 2008 Class of 2008

References 1) Goff, R. M. and Gregg, M. H. , ‘ Redesigning of a References 1) Goff, R. M. and Gregg, M. H. , ‘ Redesigning of a Freshman Engineering Program for the new Millenium, ’ ASEE Southeastern Regional Conf, April 68, 1998, Orlando, Florida. 2) York, S. C. , ‘Providing early design/build opportunities to Freshman Engineering Students’, ASEE 2002 Annual Conference and Exposition, Montreal, Quebec, Canada June 16 -19, 2002 3) Guizzo, E. , ‘The OLIN Experiment’, IEEE Spectrum, Pg 23 -28, May 2006 (www. spectrum. ieee. org) 4) ‘Educating the Engineer of 2020’, a report by the National Academy of Engineering, http: //fermat. nap. edu/catalog. 11338. html 5) O Hayden, G. and Fox, E. ‘Work in Progress- A freshman Course for Engineering and Computer Science Students’, 34 th ASEE/IEEE Frontiers in Education Conference, Oct 20 th-23 rd, Savannah, GA, 2004