Abstract:

Project-Based Learning (PBL) is one of the most popular strategies for facilitating experimentation and the transfer of design principles. For many years, the literature has highlighted how beneficial this structure is for helping students understand and assimilate the core ideas of a subject. In fact, it is founded on the constructivist finding that when students apply their own ideas and work practically, they comprehend subjects more quickly and easily.

PBL has been defined in a variety of ways. However, the literature states that students can solve novel and creative challenges by experiencing them firsthand. The proactivity it requires has often been described as an enabler of meaningful experiences.

PBL has also been recognized to be helpful in developing a crucial skill needed inside the design processes: becoming a more efficient problem solver and applying it. It also reflects teamwork, which is another essential quality in the design profession. It has been noted that the classroom transforms into a community of learners due to the collaborative approach that PBL demands.

This research is based on the practical example of a collaboration between a company and a university course. The company, an industry leader in smart products, decided to collaborate with the university to explore new possibilities. The course faculty and the company reference people jointly developed a brief for the students as part of a PBL project. Fifty students had the opportunity to cooperate with the company for four months. During this time, they got to know the company, analysed it and proposed new directions to support the company in engaging new customers. Thanks to the application of PBL, the students experienced the project first-hand, being able to continually confront both the lecturer and the company contact people. This enabled students’ increasing and participative engagement.

The article will show and discuss the different steps of the PBL project, focusing both on students’ perspectives during the PBL project and on the benefits achieved (and declared) by the company thanks to this collaboration and the adopted format.

References:
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Keywords:

Design teaching, design studio, project-based learning, learning by doing, university-industry collaboration.