Universidad Nacional de Colombia (COLOMBIA)
About this paper:
Appears in: ICERI2017 Proceedings
Publication year: 2017
Pages: 371-380
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0151
Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain
The lack of motivation, low grades, few possibilities to practice what should be learned and the absence of a knowledge context, are some reasons to inspire a change in the teaching and learning model of digital electronics at the National University of Colombia.

This systematic process began with the review and redesign of the curriculum. For that, was necessary to take as a reference the department’s CDIO initiative and increase the emphasis on the design and implementation areas. However, taking this curriculum into classrooms requires an appropriate pedagogical model. The active pedagogical model Project-Based Learning (PBL) is conformed by 5 phases which are adapted to the digital electronics systems flux design (Problem identification and definition, design and planning, implementation, evaluation and socialization) those ones allow the development of entrepreneurial , teamwork and self-learning skills. This work summarizes the results of the application of the PBL to a curriculum based on CDIO, on the digital electronic design field.

In this process, the professor-student role acquires a new meaning which is fundamental to the model, because it allows the student to have the main role when the knowledge is being built; this is done while the professor gives guidance and tools to set clear and precise goals, which are based on the context needs (social, cultural, affectionate, economic, etc.) taken into account through the creation of projects. As mentioned above, the professor gives support, orientation and the tools required.

Finally, an evaluation method has been implemented focusing on a feedback model based on the agent, that takes the feed up, feedback and feedforward as fundamental structure for the continuous improvement of the process between the professor and the student. During this experience, a significant improvement of the self-directed learning and entrepreneurial interest was achieved, thanks to the opportunity of selling ideas through designed products, as well as an increasing attention, among the academic community, to the novel approaches to build knowledge.
Redesign, self-directed, innovation, entrepreneurship, engineering.