PROVIDE HOLISTIC DEVELOPMENT THROUGH PROJECT-BASED LEARNING IN ENGINEERING MODULES

PROVIDE HOLISTIC DEVELOPMENT THROUGH PROJECT-BASED LEARNING IN ENGINEERING MODULES

L. Teck (2009).  PROVIDE HOLISTIC DEVELOPMENT THROUGH PROJECT-BASED LEARNING IN ENGINEERING MODULES. 11.

In traditional engineering education, it is common to find lessons being dominated by hour-long lectures during which most, if not all of the materials prepared for the module are being dispensed in a transmittal mode with little active participation from students. It is also typical to find these lessons designed primarily for the development of technical knowledge and skills with little focus on the personal and interpersonal skills development of the student. Much education research has shown that this approach is inadequate to prepare our graduates with expertise in their field of qualification as well as with highly developed interpersonal, personal and transferable professional skills attributes. A change is required. This paper presents how a change in lesson design adopted by “IC Layout”, a module offered under the Electronics and Computer Engineering Diploma of Ngee Ann Polytechnic, addresses some of the concerns mentioned above. The key change involved the incorporation of project-based learning where students assume the role of IC layout engineers working in a team to build a layout of a Linear Feedback Shift Register. In this project-based learning experience, students identify their knowledge gaps in cell layout methodologies and perform background research to fill those gaps, they apply knowledge gained to build and verify their layouts according to design rules. As a final deliverable, students will have to communicate their best layout by presenting justifications on why their layout is the best. This lesson design also aims to simulate a real working environment by exposing students to technologies and experiences of a real work place with the use of platforms such as wiki where students share and review information posted by other team members, co-author documents that explains the concepts of cell layout methodologies, evaluate and critique the product of other members, and collaboratively builds on each others work to present the final product. These experiences have increased the level of students’ engagement in learning. They tend to show greater interest in the topics and demonstrated a deeper understanding in the concepts and theories related to this module. 

Authors (New): 
Linus Low Koon Teck
Pages: 
11
Affiliations: 
Ngee Ann Polytechnic, Singapore
Keywords: 
Project-Based Learning
Experiential Learning
Learning design
Year: 
2009
Reference: 
Kenneth Adderley et al, Project Methods in Higher Education, SHRE 1979: 
Jane Henry. Kogan, Teaching through Projects, Page 1994: 
Robin Forgarty, Problem-based Learning and other Curriculum Models for the Multiple Intelligence Classroom. Pearson 1997.: 
Tanja Jadin et al. Relevant aspects of successful project-based learning with Web 2.0 tools in schools. Retrieved on April 10, 2009, from http://www.slideshare.net/tjadin/relevant-aspects-ofsuccessful-projectbased-learning-with-web-20-tools-in-schools-presentation.: 
Christopher Saint, Judy Saint. IC mask design : essential layout techniques. McGraw-Hill, c2002.: 
Michael John Sebastian Smith. Application specific integrated circuits. Addison-Wesley, c1997: 
Texas Instruments. What’s an LFSR? Texas Instruments Incorporated 1996.: 
Learners Together article. Teaching Integrated Circuits via Online Discussion. http://www.learnerstogether.net/: 
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