Abstract:

One of the main challenges established in the Bologna process is the new role of students, as an active part of their own learning process, while the lecturer’s role is that of a mere facilitator. To achieve this, a change of mindset in students and lecturers is required; they should apply collaborative learning through the use of innovative educational methodologies. In this paper, a pilot educational initiative involving the application of innovative techniques is presented. The experience was applied in the subject of Engineering Graphics, which is a course of the first year of the studies leading to a Degree in Industrial Engineering at the Universitat Jaume I (Castellón, Spain).

Like almost all technical matters, engineering drawings need a gradual assimilation of concepts, so they can be properly understood. In this sense, continuous work is required. Specifically, it was observed the need to emphasize standardized drawings of individual parts and assemblies. Furthermore, modelling real parts is particularly useful, because this work involves the abstraction of geometric shapes and determining the appropriate size for correct assembly.
As a consequence, the application of a problem-based learning method was proposed. This consists in an alternative method of evaluation that complements traditional exams and practices, by conducting a voluntary team working. This work involves the development of the complete graphical project of a commercial product that is provided to each group of students. So, some different assemblies are shared out among the voluntary groups of students, with the aim of encouraging collaboration, but also competition between teams. Planned deliveries are coordinated with the contents of the rest of theoretical and practical classes. Every delivery has a feedback from the lecturer, who also offers ongoing support through physical and virtual tutorship (via forums and e-mails).

With this initiative, we expected students to reinforce also a number of competences, abilities and attitudes such as collaboration, teamwork, discussing alternative solutions in order to reach a consensus, decision-making, critical evaluation, or learning from their own mistakes.
Details and conditions of the experience are described in the paper and the results obtained are analysed by comparing them with the results from previous years, and the students of the same years that did not take part in the experience. Given the successful results of this initiative, the method will be complemented in following courses with other similar exercises aimed at strengthening different areas of the subject.

Keywords:

project-based learning, technical drawing, alternative route of evaluation.