Design and manufacturing of a LIGHTBOARD - Combining the peer-to-peer idea with project based teaching
[EN] For lecturers in higher education it is a great challenge to involve students into critical thinking, carefully pondering solutions to mechanical engineering problems. Project based teaching gives the opportunity to gain both, higher learning outcome and self-reliant study skills. During fourth...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/203218 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/203218 |
| Access Level: | acceso abierto |
| Palabra clave: | Lightboard Project-based learning Peer-to-peer teaching |
| Sumario: | [EN] For lecturers in higher education it is a great challenge to involve students into critical thinking, carefully pondering solutions to mechanical engineering problems. Project based teaching gives the opportunity to gain both, higher learning outcome and self-reliant study skills. During fourth semester mechanical engineering a guided one semester project (180 hours workload, 6 ECTS) related to a complex real engineering problem focussing on customer demands and possible solutions. It comprised of the design and manufacturing of a lightboard – a “learning glass panel” consisting of a high quality optiglass panel which is surrounded by LED lights. As on regular whiteboards a lecture may be given and filmed directly writing on the 16:9 screen glass panel with flourescent pens – the lecturer always facing the audience. This lightboard project directly involves students in the production of a teaching device (peer-to-peer approach) and the teaching method is regarded beneficial in terms of students` learning outcome and self-reliance as well as engineering skills. However, the work load is very high and grading is insuffient. Therefore the method and the role of a lecturer as facilitator is discussed. |
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