國立虎尾科技大學 |

PBL in engineering education = international perspectives on curriculum change /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	PBL in engineering education/ edited by Aida Guerra, Ronald Ulseth, Anette Kolmos.
其他題名:	international perspectives on curriculum change /
其他題名:	Project-Based Learning in engineering education
其他作者:	Guerra, Aida.
出版者:	Rotterdam :Sense Publishers : : 2017.,
面頁冊數:	x, 140 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Engineering - Study and teaching (Higher) -
電子資源:	http://dx.doi.org/10.1007/978-94-6300-905-8
ISBN:	9789463009058

PBL in engineering education = international perspectives on curriculum change /
PBL in engineering educationinternational perspectives on curriculum change /[electronic resource] :Project-Based Learning in engineering educationedited by Aida Guerra, Ronald Ulseth, Anette Kolmos. - Rotterdam :Sense Publishers :2017. - x, 140 p. :ill., digital ;24 cm.

PBL 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.

ISBN: 9789463009058

Standard No.: 10.1007/978-94-6300-905-8doiSubjects--Topical Terms:

771642
Engineering
--Study and teaching (Higher)

LC Class. No.: LB1027.42

Dewey Class. No.: 371.39

PBL in engineering education = international perspectives on curriculum change /
LDR:02906nam a2200325 a 4500 001 924216
003 DE-He213
005 20180330161300.0
006 m d
007 cr nn 008maaau
008 190625s2017 ne s 0 eng d
020 $a 9789463009058 $q (electronic bk.)
020 $a 9789463009034 $q (paperback)
020 $a 9789463009041 $q (hardback)
024 7 $a 10.1007/978-94-6300-905-8 $2 doi
035 $a 978-94-6300-905-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1027.42
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 371.39 $2 23
090 $a LB1027.42 $b .P964 2017
245 0 0 $a PBL in engineering education $h [electronic resource] : $b international perspectives on curriculum change / $c edited by Aida Guerra, Ronald Ulseth, Anette Kolmos.
246 3 $a Project-Based Learning in engineering education
260 $a Rotterdam : $b Sense Publishers : $b Imprint: Sense Publishers, $c 2017.
300 $a x, 140 p. : $b ill., digital ; $c 24 cm.
520 $a PBL 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 $a Engineering $x Study and teaching (Higher) $3 771642
650 0 $a Problem-based learning. $3 566839
650 0 $a Learning $x Research. $3 574493
650 0 $a Active learning. $3 555387
650 1 4 $a Education. $3 555912
650 2 4 $a Education, general. $3 1068901
700 1 $a Guerra, Aida. $3 1201027
700 1 $a Ulseth, Ronald. $3 1201028
700 1 $a Kolmos, Anette. $3 657100
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-905-8
950 $a Education (Springer-41171)