Project-based learning (PBL) has been shown to result in many benefits, including improved conceptual understanding and enhanced skills in communication, teamwork, and creativity, all widely acknowledged to be core capabilities for engineers. However, implementations of PBL frequently rely on large course staffs or small class sizes to be effective. In this paper we present a PBL implementation strategy used in an introductory dynamics course at the University of Illinois at Urbana-Champaign (UIUC), which scales up to 500 students per term. This large-scale usage of PBL relies on two key implementation strategies: (1) use of students' own mobile phones as the primary data capture devices, and (2) computer-mediated peer feedback for the majority of formative assessment. We present project results and student survey data that demonstrate the feasibility of large-scale PBL that achieves student learning outcomes without undue instructor burden.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 26 2016|
|Event||123rd ASEE Annual Conference and Exposition - New Orleans, United States|
Duration: Jun 26 2016 → Jun 29 2016
ASJC Scopus subject areas