期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
出版社：The Canadian Engineering Education Association (CEEA)
摘要：While there many approaches to experiential learning, open-ended problem-based learning is believed in literature to be the most effective approach. However, in the teaching of engineering, this approach is resource intensive. Consequently, it is usually confined to a single capstone course in engineering programs. On the other hand, laboratory-based learning, which is one of the oldest forms of experiential learning, is less resource intensive than problem-based learning. But in its simplest form, where students are required to carry out well-structured laboratories, laboratory-based learning does not develop students’ design, project management and communications skills. In this paper, we present a learning approach that combines laboratorybased learning with open-ended problem-based learning. This approach harnesses the strength of laboratory-based learning and open-ended problem-based learning approaches, while mitigating their shortfalls. In the approach, students working in groups of three to four are introduced to two areas of study, namely: Programmable Logic Controller (PLC) systems integration and PLC systems data access. Thereafter, the students are asked to develop group projects which either integrate the two areas of study, or extend the functions of the laboratories in one of the areas of study. Once the project is approved, the students are required to design, implement and test their solutions within a specified timeframe. We have received a lot of positive feedback from students about this learning approach, and in the future we would like to carry out a formal survey to determine its educational effectiveness.
