“Project-based learning (PBL) is a model that organizes learning around projects”, state Abhonakar, Harode and Sawant (2011, 32). They add that a project must satisfy five criteria to qualify as an instance of PBL, namely “centrality, driving question, constructive investigations, autonomy, and realism”.
Abhonakar, Harode and Sawant (2011, 33) report on PBL launched through industrial projects in co-operation of a number of large industrial entities. The core aim “to provide students with projects which conformed to industrial standards, and methods of developing projects”. Furthermore, students benefit from guidance by industry professionals who also bring students abreast “at the forefront with the technology and tools used”. Therefore integration of academic knowledge with cutting-edge tools is achieved. Support by faculty members and their intermittent guidance further aid students. Project quality and “timely conformance with the deadlines” are accentuated.
Abhonakar, P., Harode, A. and Sawant, N. 2011. Effect of projects on learning: an Indian case study, 31-38. In J. Davies, E. de Graaff, and A. Kolmos, (Eds.). 2011. PBL across the disciplines: research into best practice. Proceedings from the 3rd International Research Symposium on PBL 28-29 November 2011, Coventry University, UK. Denmark: Aalborg University Press.
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