CDIO Project-Based Learning: Improving In-Depth Learning With iPad-Integrated Projects

Background

In-depth learning has been a key element in many discussions for improving student’s learning experience. It is believed that the development of in-depth learning skill can be achieved by designing a constructivist-learning platform. Instead of spoon-feeding or teacher-centered learning, student-centered learning can bring constructivism into the picture, where learners create their own knowledge from experience and interaction. Frequently, constructivism was implemented through problem-based learning (PBL), which also promotes life-long learning. Students will immerse into the teaching through self-experiencing in solving the problem that activates the medium level of thinking skill in Bloom’s Taxonomy. Many educators incorporate project-based learning as an element for PBL. The students are exposed and required to investigate and apply their knowledge and theory to produce a solution for the real-world/industrial-based problem related to their respective field of study within a period of time. For effective learning, there are five key features of project-based learning: driving questions, situated inquiry, collaborations, using technology tools to support learning, and the creation of artifacts (Krajcik & Blumenfeld, 2006). These five key features are believed to boost the in-depth learning through thinking skill, teamwork and building skill.

Diverse projects have been demonstrated to achieve constructivist and effective learning outcome (Efstratia, 2014; Lasauskiene & Rauduvaite, 2015; Pelech, 2008). The application of project can go into real world application such as investigating the role of building information modeling (BIM) in managing the sustainability of living design (Wua & Hyatt, 2016). The approach allows students to understand the reason to learn, by applying the knowledge into the real world application.