The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

The purpose of this study is (a) to identify learning using the team-based project method implemented in practical courses using product-oriented modules in vocational education. (b) to know the level of effectiveness of learning with the team-based project method implemented in practical courses using a product-oriented module in Vocational Education. This study used research related to this study, which were all students who were taking the Decision-Making Technique course. The number of research samples was 60 people (2 classes) of the 2018 Business Administration study program as a field test, 9 people as a small group test and 3 people for an individual test. The results showed that from the material expert, 4 aspects were assessed in the material expert test, namely the material aspect, the quiz question aspect, the linguistic aspect and the implementation aspect. The material aspect has a higher percentage value than the other three aspects, namely 85.45%, then the questions and quiz aspects and the implementation aspect have 80%, while the linguistic aspect has 60%. With this percentage value, the overall assessment of the material experts assesses that this learning media was considered "Eligible" to be developed. Based on the results of the t-test calculations, data obtained that tcount> ttable or 5,868> 2,0172 or in other words H0 is rejected and Ha is accepted, it can be concluded that the learning outcomes using Learning Methods of Team Based Learning on practice course with Product-Oriented Module was higher than students who were taught without using Learning Method of Team Based Learning In practical courses with Product-Oriented Modules with the effectiveness of using Learning Methods of Team Based Learning In practical courses with Product-Oriented Modules of 88,5667%

A novel design education approach for professional global product realization

Emerging trends in design practice, such as collaborative design and multi-national, multi-cultural and multi-disciplinary (multi-x) teamwork, call for ongoing changes in design education. Educational institutions need to be proactive in adapting to such trends, in order to ensure an adequate development of the design competences of their students. The graduated design students must be able to effectively solve real-life new product development (NPD) problems in multi-x environments. In this paper we present a novel approach towards design education, where special focus is put on multi-x collaboration of design students in solving NPD tasks. We present the idea of an Academic Virtual Enterprise (AVE), a project oriented educational agreement, which is based on volatile alliance of industrial and academic partners for mutual advantages. A course, called Global Product Realization (GPR) is presented as an example of how to implement AVE into design education and provide a stimulating learning environment for students in several disciplines (i.e. mechanical engineering, programming, electronics, design, etc.), where they can get experience in multi-x collaboration in NPD and develop several aspects of design competences needed for their future professional practice

Customer value and product development courses - multiple case study in university-industry collaboration context

The aim of this study is to build an understanding of customer value from the viewpoint of companies, which participate in product development project courses in university-industry collaboration. Previous customer value research has not focused on university-industry context. The research approach of this thesis is action-oriented, as it aims to provide findings and provide both theoretical and practical implications. The empirical research was conducted as a multiple case study, and the data was gathered by conducting semi-structured interviews with companies' representatives, who participated in the course during the academic year 2015-2016. The studied course is Aalto University's Product development Project –course. In this course, multidisciplinary student teams develop a physical prototype based on the sponsoring company's brief. The thesis first introduces the relevant customer value literature and the university-industry context. Then an existing framework for customer value dimensions is introduced, which is then utilized in the analysis of the data. The findings suggest that companies expected and perceived value from the promised end results, the final prototype and the final report, and additional value from the course concept. The course concept includes the events, activities, and interactions between students and companies. The identified customer value attributes and outcomes provide specific, context related knowledge for the studied topic and context. Additionally, the findings suggest that the companies with more experience with the course had more realistic expected values, compared to companies with less experience. The findings provide both theoretical and practical implications. The findings suggest that the chosen framework provides a fruitful basis for analyzing customer value dimensions in new contexts, including university-industry collaboration. Both universities and companies can benefit from the findings

Structural Example-Oriented Tutoring System

Structural Example-Oriented Tutoring System is a web-based tutoring system that uses examples as the main form of knowledge management that is structured to the level of the difficulties. The objective of this project is primarily to develop the system by implementing the structural and example-oriented tutorial concept. The scope of study for this project is generally down to the course of developing the system, including research about the system and the subject that the system is tutoring for. The intended user for this system is for UTP students who are taking Introduction to Finance subject. The methodology used for developing the system is an evolutionary approach, which followed five main processes namely project identification, requirement analysis, system specification, system development and system testing. The finished product will hopefully be used in the market, uploaded to a host site for users to access through the internet. Side by side with the traditional tutoring system, the system will complement the current system in helping the process of learning the subject matter for the users

PROJECT ORIENTED LABORATORY COURSES IN OPTICS EDUCATION

ABSTRACT: In this paper we discuss the implementation of a project oriented laboratory course in optics education. Through our discussion we show the relevance and necessity for such a course. The course is tailored not only to make the students to learn concepts, but to build a product from scratch to completion. Emphasis is also made on the design, performance, marketing and aesthetics of the product. Key words: optics education Optics is interdisciplinary in nature with applications covering a broad range of fields. Although optics originated from physics it has evolved into a field that is a mixture of physics and engineering. In this context the method ofteaching and even the learning styles ofthe students are different from conventional physics students. Therefore, optics courses are usually a blend of new technology, engineering and physics. However, the traditional sequence in a course is to have a laboratory associated with the course or even a stand alone laboratory course. Laboratory experiences provide the tool for understanding the basic ideas but do not necessarily provide the background for the students to be prepared to go to industry. At Rose-Hulman Institute ofTechnology (RI-IIT) the students that graduate and take up jobs and also the students who enter graduate school have often expressed their lack of experience of designing and building a product. Even though a capstone course such as Advanced Optics Laboratory did provide some necessary insight into research and understanding concepts, it failed to create enthusiasm in the students. The course was offered during the spring quarter ofthe senior year so any additional system oriented experience modeling the work environment would not provide the students with background that would help them in theirjob search. Therefore it became apparent that some new sequence ofcourses or a new course had to be designed that would provide the knowledge and experience. The new project oriented laboratory course designed at Rose-Hulman Institute of Technology meets the concerns and needs from both the students and teachers point of view. This paper will discuss the organization of the course, some projects examples given to the students, the goals given to the students and the accomplishments, the responses, and the products developed. W

Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas

This paper examines how and why learner resistance (to the teacher's goals and expectations) occurred in a metacognition-training (MT) project, which aimed to enhance reflection and autonomy in EFL learning. MT was integrated into a regular EFL reading course for second-year BA TEFL undergraduates at a Chinese university. Learner resistance in the MT project was manifested partly through mismatches between the goals and expectations on the part of the teacher and the students. After suggesting initial reasons for learner resistance, the paper explores more complex explanations. That is, at a more macro level, institutional pressures and societal expectations arising from an influential national test (TEM-4) gave rise to an examination culture; at a more micro level, these controlling pressures and expectations were realized by the pragmatic product-oriented approach in the EFL classroom and by students' positioning as examination learners. These might help explain why learner resistance occurred in the MT project. The paper notes in the end that learner resistance is also a matter of tensions and conflicts in learner and teacher agendas, and in learners' short-term and long-term priorities in learning. Based on this, implications for EFL teaching and learning are exploredpostprin

An Implementation of POPBL for Analog Electronics (BEL10203) Course at the Faculty Of Electrical and Electronic Engineering, Uthm

A Project Oriented Problem Based Learning (POPBL) has been introduced to the first year students in the Analog Electronics (BEL10203) course at the Faculty of Electrical and Electronic Engineering, UTHM. The aim is to design an electronic circuit using transistors and diodes that can function as electronic appliances with low cost, low power consumption, and has the features of smart and portable. The total of 143 students were divided into groups and assigned to setup an electronic based company that will be manufacturing the electronic product. Each group had to conduct their regular meetings and develop different kind of products with their creativity. The overall evaluation is divided for both lecturer and peer assessment which carried 20% of their course work. The assessment covered 60% of evaluation for the group management, attitude, progress presentation, report writing while another 40% for the functionality and features of their product. As a result, the POPBL session has increased the student’s ability to analyze and design an analog circuit using various kinds of transistors and diodes. They also gained practical understanding on transistor and diode operation. The POPBL not only expanded their experience in using software tools for circuit design and simulation, but also developed greater awareness to conduct professional presentation and technical report. They also learned to work as professional, keen to ethical responsibilities and committed to the group. The analysis conducted has shown that 95% of the students agreed that the problem given helped them understands better the course syllabus and developed a good problem solving skills

'Create the future': an environment for excellence in teaching future-oriented Industrial Design Engineering

In 2001, the University of Twente started a new course on Industrial Design Engineering. This paper describes the insights that have been employed in developing the curriculum, and in developing the environment in which the educational activities are facilitated. The University of Twente has a broad experience with project-oriented education [1], and because one of the goals of the curriculum is to get the students acquainted with working methods as employed in e.g. design bureaus, this project-oriented approach has been used as the basis for the new course. In everyday practice, this implies a number of prerequisites to be imposed on the learning environment: instead of focusing on the sheer transfer of information, this environment must allow the students to imbibe the knowledge and competences that make them better designers. Consequently, a much more flexible environment has to be created, in which working as a team becomes habitual, and where cutting-edge technologies are available to facilitate the process. This can be realized because every student owns a laptop, with all relevant software and a full-grown course management system within reach. Moreover, the learning environment provides the fastest possible wireless network and Internet access available [2]. This obviously has its repercussions on the way the education is organized. On the one hand, e.g. virtual reality tools, CAD software and 3D printing are addressed in the curriculum, whereas on the other hand more traditional techniques (like sketching and model making) are conveyed explicitly as well. Together with a sound footing in basic disciplines ranging from mathematics to design history, this course offers the students a profound education in Industrial Design Engineering. The paper describes in more detail the curriculum and the education environment, based on which it is assessed if the course on Industrial Design Engineering can live up to its motto: ‘Create the future’, and what can be done to further enable the students to acquire the full denotation of that motto

Teaching electronics-ICT : from focus and structure to practical realizations

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards

A practical approach to product design for future worlds using scenario-development

The focus of consumer product design is shifting from primarily offering functionality, towards\ud experience and emotion driven product characteristics [1]. At the same time the functioning of\ud products is more and more defined in its social context. Product designers can play a major role in\ud developing our future social context, as long as they are aware of the responsibility towards users,\ud society and environment. In the master ‘Design & Styling’ of the Industrial Design Engineering\ud program of the University of Twente, we created a course “Create the Future”, addressing both these\ud future- and society oriented aspects of design. In this paper we describe the course structure and the\ud associated teaching methods, give examples of student results and discuss the points of interest and\ud application possibilities. In the 2008 edition the students explored the future of food. First the students\ud created a future context by investigating, building and visualizing multiple scenarios. Subsequently\ud they designed a future product concept within these scenario contexts. It showed that the structure of\ud this course was particularly suitable for designing products for the not so near future, i.e. 15-20 years\ud ahead. Especially scenario development proved to be a good instrument for the students to be able to\ud create a tangible context for designing future products and services