Design of an Integrated Project-Based Learning Curriculum: Analysis through Fink's Taxonomy of Significant Learning

Autor/inn/en	Paul, Robyn Mae; Jazayeri, Yani; Behjat, Laleh; Potter, Michael
Titel	Design of an Integrated Project-Based Learning Curriculum: Analysis through Fink's Taxonomy of Significant Learning
Quelle	In: IEEE Transactions on Education, 66 (2023) 5, S.457-467 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paul, Robyn Mae) ORCID (Jazayeri, Yani) ORCID (Behjat, Laleh) ORCID (Potter, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2023.3307974
Schlagwörter	Problem Based Learning; Educational Technology; Engineering Education; Program Design; Program Implementation; Communities of Practice; Holistic Approach; Student Centered Learning; Student Attitudes; Program Effectiveness; Problem Solving; Relevance (Education) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Unterrichtsmedien; Ingenieurausbildung; Programme design; Programmaufbau; Programmplanung; Community; Holistischer Ansatz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Problemlösen; Relevance; Relevanz
Abstract	Contribution: In this article, integrated problem-based learning and critical reflection are shown to contribute to significant learning experiences, without needing to increase course hours and course assignments. Background: With the advances in technology, such as artificial intelligence, there is a shift in teaching and learning paradigms, where integration and critical reflection of one's learning become as important as foundational knowledge and its application. In engineering education, the trend has been to increase the hours students spend in the classroom to compensate for this shift. Intended Outcomes: In this manuscript, the design and implementation of integrated project-based learning referred to as the integrated learning stream (ILS) is discussed. The aim is to show how ILS fosters significant learning through learning communities, critical reflection, and learning how to learn. Application Design: In ILS, significant learning experiences were created by taking a holistic view of the students and their communities. The curriculum moved from being content-centered to learner-centered, providing a classroom community where there is respect for individual voices and care for society. Findings: A qualitative content analysis of students' reflections, comments, and course artifacts found the students were able to learn materials more efficiently and apply their learnings to solve real-world problems. The students developed better habits that improved their learning and their well-being. Students' comments demonstrated that they were feeling enjoyment from their learning experiences while being challenged to learn more. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01