Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees

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Pernia-Espinoza , A , Sodupe-Ortega , E , Martinez-de-Pison-Ascacibar , F J , Urraca, Valle , R , Antonanzas-Torres , J & Sanz Garcia , A 2017 , Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees . in J Domenech i Soria , M C Vincent Vela , E de la Poza & D Blazquez (eds) , HEAd´17 : proceedings of the 3rd international conference on higher education advances . UNIVERSITAT POLITECNICA DE VALENCIA , Valencia , pp. 268-276 , HEAd´17. International conference on higher education advances , Valencia , Spain , 21/06/2017 . https://doi.org/10.4995/HEAd17.2017.5167

Title: Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees
Author: Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Martinez-de-Pison-Ascacibar, Fco. Javier; Urraca, Valle, Ruben; Antonanzas-Torres, Javier; Sanz Garcia, Andres
Editor: Domenech i Soria, Josep; Vincent Vela, Maria Cinta; de la Poza, Elena; Blazquez, Desamparados
Contributor: University of Helsinki, Faculty of Pharmacy
Publisher: UNIVERSITAT POLITECNICA DE VALENCIA
Date: 2017
Language: eng
Number of pages: 9
Belongs to series: HEAd´17 proceedings of the 3rd international conference on higher education advances
ISBN: 978-84-9048-590-3
URI: http://hdl.handle.net/10138/228046
Abstract: An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.
Subject: 516 Educational sciences
microproject
assessment
engineering degrees
PBL
competences
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