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Learning Pathway “Problem Solving and Design” at the Faculty of Engineering Science at the KU Leuven

机译:鲁汶大学工程科学学院的学习途径“问题解决与设计”

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摘要

The Faculty of Engineering Science of the KU Leuven has more than 10 years of experience in preparing their students for professional practice through a learning pathway called “Problem Solving and Design”. This pathway consists of four courses, spread over the three years of the Bachelor program, in which students collaborate in small project teams on reallife engineering problems.Recent insights in the learning pathway have led to defining three Design Pyramids. The central Pyramid shows the different steps of the design process: information gathering, problem definition, generation of ideas, modelling, schematically representing diagrams, calculating and experimenting, evaluation and decision making, and practical realization. This large pyramid rests on two smaller pyramids, which are indispensable in the whole of problem solving and design. The left one is about communication and cooperation in a team, the right one is about planning and project management. The paper elaborates on these Design Pyramids, and reports on (1) the student as an active learner while engaged in the real-life engineering project work; (2) the learning outcomes of the pathway and the competences preparing students for professional practice together with the quality assurance of the learning pathway; (3) the progress in the learning pathway, showing how the different modules in the three years of Bachelor build up, how they fit in our curriculum design, and how students are learning different competences all along the path and (4) the evaluation methods used, grading criteria and feedback sheets.
机译:鲁汶大学工程科学学院拥有10多年的经验,通过名为“问题解决与设计”的学习途径为学生做好专业实践的准备。该途径包括学士学位课程三年中的四门课程,其中学生在小型项目团队中就现实生活中的工程问题进行协作。学习途径中的最新见解已导致定义了三个设计金字塔。中心金字塔显示了设计过程的不同步骤:信息收集,问题定义,想法生成,建模,示意性表示图,计算和实验,评估和决策以及实际实现。这个大金字塔位于两个较小的金字塔上,这在整个问题解决和设计中都是必不可少的。左边的是关于团队中的沟通与合作,右边的是关于计划与项目管理。论文详细阐述了这些设计金字塔,并报告了(1)学生在从事现实工程项目工作时是一个积极的学习者; (2)途径的学习成果和能力,使学生为专业实践作准备,并保证学习途径的质量; (3)学习途径的进展,显示学士学位三年中不同模块的建立方式,它们如何适应我们的课程设计,以及学生如何在整个学习过程中学习不同的能力,以及(4)评估方法使用的评分标准和反馈表。

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