Evaluation of different Project Based Learning designs in an MSc degree

The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different val...
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Gespeichert in:

Autor*in:	Carmen García Berdonés [verfasserIn] Luis Molina Tanco [verfasserIn] Juan Pedro Peña Martín [verfasserIn] Francisco García Lagos [verfasserIn] Gonzalo Joya Caparrós [verfasserIn] Arcadio Reyes Lecuona [verfasserIn] Francisco David Trujillo Aguilera [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	Project based learning Teamwork Self-guided learning MSc degree

Übergeordnetes Werk:	In: Multidisciplinary Journal for Education, Social and Technological Sciences - Universidad Politécnica de Valencia, 2015, 1(2014), 1, Seite 169-186
Übergeordnetes Werk:	volume:1 ; year:2014 ; number:1 ; pages:169-186

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.4995/muse.2014.2201

Katalog-ID:	DOAJ054429617

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spelling	10.4995/muse.2014.2201 doi (DE-627)DOAJ054429617 (DE-599)DOAJad402c8597b04dc99d846e729274da16 DE-627 ger DE-627 rakwb eng T1-995 H1-99 Carmen García Berdonés verfasserin aut Evaluation of different Project Based Learning designs in an MSc degree 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL. Project based learning Teamwork Self-guided learning MSc degree Technology T Technology (General) Social Sciences H Social sciences (General) Luis Molina Tanco verfasserin aut Juan Pedro Peña Martín verfasserin aut Francisco García Lagos verfasserin aut Gonzalo Joya Caparrós verfasserin aut Arcadio Reyes Lecuona verfasserin aut Francisco David Trujillo Aguilera verfasserin aut In Multidisciplinary Journal for Education, Social and Technological Sciences Universidad Politécnica de Valencia, 2015 1(2014), 1, Seite 169-186 (DE-627)797383247 (DE-600)2785703-7 23412593 nnns volume:1 year:2014 number:1 pages:169-186 https://doi.org/10.4995/muse.2014.2201 kostenfrei https://doaj.org/article/ad402c8597b04dc99d846e729274da16 kostenfrei http://polipapers.upv.es/index.php/MUSE/article/view/2201 kostenfrei https://doaj.org/toc/2341-2593 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2014 1 169-186
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allfieldsGer	10.4995/muse.2014.2201 doi (DE-627)DOAJ054429617 (DE-599)DOAJad402c8597b04dc99d846e729274da16 DE-627 ger DE-627 rakwb eng T1-995 H1-99 Carmen García Berdonés verfasserin aut Evaluation of different Project Based Learning designs in an MSc degree 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL. Project based learning Teamwork Self-guided learning MSc degree Technology T Technology (General) Social Sciences H Social sciences (General) Luis Molina Tanco verfasserin aut Juan Pedro Peña Martín verfasserin aut Francisco García Lagos verfasserin aut Gonzalo Joya Caparrós verfasserin aut Arcadio Reyes Lecuona verfasserin aut Francisco David Trujillo Aguilera verfasserin aut In Multidisciplinary Journal for Education, Social and Technological Sciences Universidad Politécnica de Valencia, 2015 1(2014), 1, Seite 169-186 (DE-627)797383247 (DE-600)2785703-7 23412593 nnns volume:1 year:2014 number:1 pages:169-186 https://doi.org/10.4995/muse.2014.2201 kostenfrei https://doaj.org/article/ad402c8597b04dc99d846e729274da16 kostenfrei http://polipapers.upv.es/index.php/MUSE/article/view/2201 kostenfrei https://doaj.org/toc/2341-2593 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2014 1 169-186
allfieldsSound	10.4995/muse.2014.2201 doi (DE-627)DOAJ054429617 (DE-599)DOAJad402c8597b04dc99d846e729274da16 DE-627 ger DE-627 rakwb eng T1-995 H1-99 Carmen García Berdonés verfasserin aut Evaluation of different Project Based Learning designs in an MSc degree 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL. Project based learning Teamwork Self-guided learning MSc degree Technology T Technology (General) Social Sciences H Social sciences (General) Luis Molina Tanco verfasserin aut Juan Pedro Peña Martín verfasserin aut Francisco García Lagos verfasserin aut Gonzalo Joya Caparrós verfasserin aut Arcadio Reyes Lecuona verfasserin aut Francisco David Trujillo Aguilera verfasserin aut In Multidisciplinary Journal for Education, Social and Technological Sciences Universidad Politécnica de Valencia, 2015 1(2014), 1, Seite 169-186 (DE-627)797383247 (DE-600)2785703-7 23412593 nnns volume:1 year:2014 number:1 pages:169-186 https://doi.org/10.4995/muse.2014.2201 kostenfrei https://doaj.org/article/ad402c8597b04dc99d846e729274da16 kostenfrei http://polipapers.upv.es/index.php/MUSE/article/view/2201 kostenfrei https://doaj.org/toc/2341-2593 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2014 1 169-186
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title_sort	evaluation of different project based learning designs in an msc degree
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title_auth	Evaluation of different Project Based Learning designs in an MSc degree
abstract	The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.
abstractGer	The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.
abstract_unstemmed	The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.
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title_short	Evaluation of different Project Based Learning designs in an MSc degree
url	https://doi.org/10.4995/muse.2014.2201 https://doaj.org/article/ad402c8597b04dc99d846e729274da16 http://polipapers.upv.es/index.php/MUSE/article/view/2201 https://doaj.org/toc/2341-2593
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Evaluation of different Project Based Learning designs in an MSc degree

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