Browsing by Author "Alves, Anabela C."
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- Exploring eXtended-based Learning approaches in Portuguese higher education: a study in industrial engineering and managementPublication . Alves, Anabela C.; Lima, Rui M.; Diana Mesquita; Malheiro, M. T.; Leão, Celina P.This paper presents a comprehensive study of what is named in this study as eXtended-Based Learning (xBL) approaches within the Portuguese educational landscape, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), Challenge-Based Learning (ChBL), Service-Based Learning, and others. The study will contribute to characterizing different approaches being implemented by educators in Industrial Engineering and Management (IEM). Data was collected through the official website information about the curricular plans of IEM programmes, a survey by a questionnaire to universities (public and private) and polytechnic institutes that manage programmes in Industrial Engineering and Management and semi-structured interviews with six Industrial Engineering and Management educators. The interviews explored the educators’ experiences, perceptions, and challenges in implementing these pedagogical approaches. With a particular focus on xBL approaches, the study explored the factors contributing to the successful implementation of xBL approaches, including institutional support, resource allocation, and institutional culture. This study intended to promote future investigations into the challenges and significance of educator training and the impact of training initiatives on teaching effectiveness and student learning outcomes. By highlighting each approach’s unique characteristics and pedagogical benefits, this study provides educators and other stakeholders valuable insights for informed decision-making and effective implementation in different learning environments. Ultimately, the study contributes to the continuous improvement of pedagogical practices in Industrial Engineering and Management education in Portugal.
- Project-based learning in industrial engineering and management: analysis of three curricular projectsPublication . Sousa, Rui M.; Alves, Anabela C.; Lima, Rui M.; Fernandes, Sandra; Mesquita, Diana; Dinis-Carvalho, JoséIn the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), Portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. The experience gained over time has allowed the change/refinement of conceptual and operational aspects of the projects, always bearing in mind a perspective of continuous improvement. In 2021/22 MIEGI underwent a major restructuring and gave rise to two programs: a 3-year bachelor's degree (LEGI) and a 2-year master's degree (MEGI). The curricular structures of these two programs include four integrated projects: three from LEGI (PIEGI1, 1st year; PIEGI2, 2nd year; and PIEGI3, 3rd year) and one from MEGI (PIEGI, 1st year). This paper aims to describe and compare three of these projects, more specifically PIEGI1, PIEGI3 and PIEGI, from a conceptual and operational point of view. One of the most important aspects in this description and comparison is the main objective of each project, which is defined considering the transversal and technical competences that make sense to develop in the respective curricular year. From the point of view of the development of technical competences, these derive mostly from the project supporting courses involved. Furthermore, several other aspects are considered, namely: problem characteristics, number and size of student teams, number and type of tutors, involvement of companies, milestones, deliverables, assessment model, coordination team composition, premises, etc. The findings show that these projects result from an integrated and complementary approach whose overall goal is to develop in students, throughout each year of the programme, key competences for their professional life.