LEADER 04418nam 22004935 450 001 9910255125203321 005 20200702081147.0 010 $a94-6300-905-1 024 7 $a10.1007/978-94-6300-905-8 035 $a(CKB)4100000000587751 035 $a(DE-He213)978-94-6300-905-8 035 $a(MiAaPQ)EBC5111539 035 $a(MiAaPQ)EBC5046805 035 $a(OCoLC)1004225489 035 $a(nllekb)BRILL9789463009058 035 $a(EXLCZ)994100000000587751 100 $a20170913d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPBL in Engineering Education $eInternational Perspectives on Curriculum Change /$fedited by Aida Guerra, Ronald Ulseth, Anette Kolmos 205 $a1st ed. 2017. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2017. 215 $a1 online resource (CXLII, 10 p.) 311 $a94-6300-903-5 320 $aIncludes bibliographical references and index. 327 $tPreliminary Material /$rAida Guerra , Ronald Ulseth and Anette Kolmos -- $tPBL Curriculum Strategies /$rAnette Kolmos -- $tSustaining Change for PBL at the Course Level /$rKhairiyah Mohd-Yusof -- $tTen Years of Project-Based Learning (PBL) in Industrial Engineering and Management at the University of Minho /$rRui M. Lima , José Dinis-Carvalho , Rui M. Sousa , Anabela C. Alves , Francisco Moreira , Sandra Fernandes and Diana Mesquita -- $tIron Range Engineering Model /$rBart Johnson and Ron Ulseth -- $tPBL in Engineering Education /$rJ. Wang , C. S. Yap and K. Goh -- $tPBL Experience in Engineering School of Mondragon University /$rNestor Arana-Arexolaleiba and Miren I. Zubizarreta -- $tEsprit PBL Case Study /$rLamjed Bettaieb -- $tPerspectives on Engineering Curriculum Change /$rAida Guerra and Ron Ulseth -- $tAbout the Contributors /$rAida Guerra , Ronald Ulseth and Anette Kolmos. 330 $aPBL 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. 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a370 702 $aGuerra$b Aida$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aUlseth$b Ronald$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aKolmos$b Anette$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910255125203321 996 $aPBL in Engineering Education$92496903 997 $aUNINA