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

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

Hoo Choon Lih (Heriot-Watt University, Malaysia)
DOI: 10.4018/978-1-5225-4080-9.ch013

Abstract

Project-based learning is deemed to be effective in boosting student learning experiences and performance. By incorporating a blended learning approach, the use of iPads has been integrated into engineering project in the foundation in engineering (FIE) program under Taylor's University, Malaysia. The innovative teaching and learning aspects lie in consolidating the student's interest in playing with their iPad into productive learning by solving engineering challenges through conceive-design-implement-operate (CDIO) framework. The project requires the students to build a robocar to complete a certain challenge, which benchmarked with the public robotic competition. iPad was used for learning, designing, brainstorming, preparing project management documentation, and controlling the robocar. The practice has raised the in-depth learning skill while creatively solving an engineering challenge when they progress into the undergraduate program. The FIE students show better and satisfactory overall learning outcomes attainment as compared to the non-FIE students.
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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.

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