This paper describes experiences of active learning through project based learning in combination with group dialogue between students. The learning approach was applied in an elective course about environmentally adapted design of products given by the Department of Materials and Manufacturing Technology for third and fourth year students. The aim was to implement more reflective teaching and learning, moving the focus from a procedural approach to reflection and conversation for gaining understanding and perception. The resultant course was created aiming for a comprehensive lifecycle perspective of the disciplinary knowledge on environmental adaptation as well as development of student competencies such as responsibility, creative thinking and group dialogue. Assessment was pursued by a combination of oral and written examination through project presentations. The evaluation of how these ideas turned out was based on our perception as course examiners, the work and reports produced by students and the results from student course surveys. This paper was presented at the CDIO Annual Conference, 06-09 June 2005, Kingston, Ontario. They are posted here by permission of the author(s).
