The seven key elements identified by Savage, Chen and Vanasupa (2007, 17-18) to support the implementation of project-based learning ‘translated’ to local context:
Operationalize (put into operation) team dynamics and clarify the roles of the academic responsible for the project-based learning module and, where feasible, the occupational-field practitioner/s. Teams should ideally include three-to-six students, composed of a breadth of skills and backgrounds. Team building is recommended to develop trust and communication within. The students should be informed upfront what the exact roles of the academic and practitioner/s is, namely serving as facilitators to the teams. The academic and practitioner/s should avoid falling into the ‘being right’ or knowing the answers traps.
Frame the project clearly and carefully by identifying all of the relevant performance requirements and design specifications. Make sure students have acquired sufficient knowledge to draw from and that they approach the project from a system or holistic perspective.
Detail the project parameters clearly—it is not uncommon for students only partially complete a project or exceed the requirements—by specifying the relevant tolerances.
Encourage students to brainstorm with teammates and formulate prospective conceptualisations towards achieving the project objectives prior to settling on a final project plan. Urge students to identify the integration of knowledge acquired through studies; and to identify, prioritize and assign to individual members topics that need to be researched for the project.
Encourage students to develop a project action plan and to utilize project management techniques, such as Gantt charts, to track their progress. They should prioritize tasks, spread the workload and identify the critical path for the project. They must establish milestones and an overall project time-line.
Students should implement and adhere to their action plan for the project. They should further self-evaluate the quality of their project accomplishment to ensure it meets all requirements. As a team they should identify shortcomings that require further work, and each member should be held individually accountable.
There is great value in learning from mistakes. At times the project outcome does not fulfill all of the specified requirements. It is important for students to recognize that there is not always a single “right” answer and that ill-structured problems can often have multiple solutions. Documenting the project progress and results in full is therefore important. Further learning value is derivable from oral presentations to panels and/or fellow students.
Savage, R.N.; Chen, K.C. and Vanasupa, L. 2007. Integrating Project-based Learning throughout the Undergraduate Engineering Curriculum. The Journal of STEM (Science, Technology, Engineering, and Mathematics) Education: Innovations and Research, 8(3), 15-27. Electronically accessible from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path%5B%5D=1387
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