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Project Based Learning (PBL) - Across Disciplines and Across Cultures 14-Jun-2014

ASEE (American Society of Engineering Education) International Forum – 2014. Project Based Learning (PBL) - Across Disciplines and Across Cultures 14-Jun-2014. Authors : Pradeep Waychal , Ayano Ohsaki , Katsuyuki Ohsawa

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Project Based Learning (PBL) - Across Disciplines and Across Cultures 14-Jun-2014

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  1. ASEE (American Society of Engineering Education) International Forum – 2014 Project Based Learning (PBL) - Across Disciplines and Across Cultures14-Jun-2014 Authors: Pradeep Waychal, AyanoOhsaki,KatsuyukiOhsawa Acknowledgments:Ashok Saraf, Anil Sahasrabudhe, Masashi Miura, ManojRathod, SubhashKarmarkar

  2. Outline • Background • Requirements of Graduates • Project and Team Based Learning (PBL-TBL) • Experiment • Team • Schedule • Project • Feedback • Conclusion

  3. Requirements of Graduates • Multi-disciplinary, multi cultural teams • Leader / Manager as well as Team Member • Communicating effectively • across the disciplines • Understanding the impact of engineering solutions in a global, environmental and societal context • Source: Accreditation Board for Engineering and Technology (ABET), 'Engineering Criteria 2000,, 3rd Edition,' ( December 1997)., The Royal Academy of Engineering, 'Educating Engineers for the 21st Century', (2007)., Elaine Chapman Sally Male, 'Assessing the Generic Competencies of Engineering Graduates: Preliminary Report from an Ongoing Research Program', in Proceedings of the 2005 ASEE/AaeE 4th Global Colloquium on Engineering Education (Australasian Association for Engineering Education” 2005).

  4. Project and Team Based Learning (PBL-TBL) • Panacea to develop those skills • Easy to learn higher level cognitive processes Bunting • Inductive methods like PBL are more effective for many learning outcomes Prince and Felder • Innovation and entrepreneurial competencies can be reinforced through TBL Michaelsen, • Self-efficacy due to Cross Disciplinary Team Learning (CDTL) increases Schaffer, et al. • Cultural intelligence and global identity increased with virtual multicultural team projects Erez, et al

  5. Experiment • To provide multi-cultural, multi-disciplinary project-based experience • An element of in-person interaction between the teams was planned. • Development of multi-cultural portal • To facilitate visits of individuals from a culture to another • Work divided between two teams • Japanese team to build and test requirements • Indian team to design and develop portal.

  6. Teams • Japanese Faculty - Information and Learning Technology • Japanese Students • Indian Faculty - Information Technology and Innovation • Indian Students – Four final year Comp Engg.

  7. Schedule

  8. Project: Multi Cultural Portal

  9. Feedback from Participants • Would you recommend such experience to your colleagues? • What were your top 3 expectations from this project before you started? • What are your top 3 takeaways from this project?  • Would you be willing to self-finance (for travel and logistics) your participation in such projects? • What are your top 3 suggestions to improve upon such multi cultural and multidisciplinary projects?

  10. Recommending such experience to colleagues

  11. Expectations before starting the project

  12. Takeaways from the Experience

  13. Willingness to self-finance

  14. Suggestions for Improvement of such program

  15. Concluding Remarks • Team and Project-based learning are essential in engineering education • Cultural diversity and interdisciplinary nature of the teams accentuates learning. • The experiment was immensely successful • The first of its kind and on a smaller scale. • Highly valued the cross-cultural (international) and cross-disciplinary experience. • Suggested more preparation for the visits - learning other languages and more pre-visit communication. • Cross-cultural experience more prominent than the cross-disciplinary. • Inadequate engagement in the remote phase, shorter visits and higher syntactical divergence and semantic convergence

  16. Concluding Remarks • Sustain this initiative and increase scale • The overwhelmingly positive feedback can help us enroll more number of students and faculty • The interaction can be longer than a semester and visits can be longer than a week. • The plan could start with a visit by students from a culture, followed by project work and could end with a reverse visit i.e. by students from the other culture. • Experience of individuals in such cross -disciplinary, cross-cultural situations depends on many factors such as, prior experience, team composition, and task complexity, and requires to be analyzed leading to maximized learning for each individual.

  17. Project Based Learning (PBL) - Across Disciplines and Across Cultures Thank You!

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