A Pedagogical Intensive Collaborative Electric Go-Kart Project
| Autor: | Sébastien Jacques |
|---|---|
| Přispěvatelé: | GREMAN (matériaux, microélectronique, acoustique et nanotechnologies) (GREMAN - UMR 7347), Institut National des Sciences Appliquées - Centre Val de Loire (INSA CVL), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Tours (UT)-Centre National de la Recherche Scientifique (CNRS) |
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
[SPI.OTHER]Engineering Sciences [physics]/Other
Engineering Knowledge management electric go-kart Theory and practice of education intensive PBL Session (web analytics) Field (computer science) Education collaborative framework Innovative pedagogical approach Multidisciplinary approach ComputingMilieux_COMPUTERSANDEDUCATION Project management Project management 2.0 LB5-3640 Preparatory phase Medical education OPM3 LC8-6691 business.industry 4. Education [SPI.NRJ]Engineering Sciences [physics]/Electric power General Engineering Special aspects of education [SPI.TRON]Engineering Sciences [physics]/Electronics Engineering education business |
| Zdroj: | International Journal of Engineering Pedagogy (iJEP) International Journal of Engineering Pedagogy (iJEP), 2017, 7 (4), ⟨10.3991/ijep.v7i4.7408⟩ International Journal of Engineering Pedagogy (iJEP), Vol 7, Iss 4, Pp 117-134 (2017) |
| DOI: | 10.3991/ijep.v7i4.7408⟩ |
| Popis: | International audience; —This paper provides an initial feedback from an intensive, multidisciplinary , and collaborative project implemented in France in higher engineering education through a case study on electric go-kart conception. This kind of project was proposed during 2 successive academic years in collaboration with an industrial partner who is currently a relevant expert in the field. The project consisted in designing, developing, and validating the operation of several electric go-karts within 56 hours of teaching only. Several groups of approximately 10 4 th-year university students were involved in this new project-based learning (PBL) approach. This article points out knowledge and skills that the learners had to acquire at the end of the project, and the methods of assessment. In particular, an innovative oral communication based on a theatrical oral session was tested. The various steps in the project development, management , and the interactions with the students, the teachers and the industrial partner are highlighted. Qualitative and quantitative data were extracted from the transcript of grades and the satisfaction surveys. All results demonstrate that the students were encouraged to become active throughout the project. They developed particularly cooperative and collaborative competencies, and critical thinking skills. Although this experience is overwhelmingly positive for the teaching staff, the worse part of the project consisted in developing efficient methods and tools both to organize the project, and evaluate the students' knowledge and skills. As a consequence, a preparatory phase was absolutely necessary to warrant the success of the project. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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