From problem-based learning to practice-based education: a framework for shaping future engineers
Abstrak
ABSTRACT Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.
Topik & Kata Kunci
Penulis (16)
L. Mann
R. Chang
S. Chandrasekaran
Alicen Coddington
S. Daniel
Emily J. Cook
E. Crossin
B. Cosson
J. Turner
Andrea Mazzurco
J. Dohaney
T. O'hanlon
Janine Pickering
S. Walker
Fran Maclean
Timothy D. Smith
Akses Cepat
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Cek di sumber asli →- Tahun Terbit
- 2020
- Bahasa
- en
- Total Sitasi
- 156×
- Sumber Database
- Semantic Scholar
- DOI
- 10.1080/03043797.2019.1708867
- Akses
- Open Access ✓