Abstract:

The well-known active methodology of Project-Based Learning (PBL) is being used more and more at different educational levels due to the large number of advantages it presents. PBL has demonstrated that increases students' motivation, develops their autonomy and capacity for self-criticism, reinforces the ability to exchange ideas and collaborate, and promotes creativity, among other advantages. Due to these benefits, several educational institutions are introducing the PBL methodology in their teaching-learning processes.

The implementation phase of this type of methodology should be planned, managed, and carried out carefully, considering several aspects. One of utmost importance is to collect and register all the critical information related to the contents, materials and activities of the subjects participating in the coordinated project through the PBL methodology. In this sense, the objective of this paper is to propose the definition of a coordinated PBL Teaching Guide that includes all this relevant information; containing, mainly:
(i) PBL Project description;
(ii) recommended previous knowledge;
(iii) learning objectives and outcomes;
(iv) PBL model milestones;
(v) PBL model planning;
(vi) evaluation; and
(vii) bibliography.

Furthermore, this proposal will define the formal guidelines for students and lecturers to define and frame all the related aspects to carry out the proposed PBL model.

The definition of the PBL Teaching Guide will be based on a case study that involves the following two subjects from the Computer Engineering Degree that are taught at the Escola Politècnica Superior d’Alcoi (EPSA) - Universitat Politècnica de València (UPV): “Programming” and “Data Structures and Algorithms”. This proposal has been developed in the context of an innovation and educational improvement project applied in the EPSA during the last two years, covering five degrees, 55 subjects, and more than 10 different PBL models.

Keywords:

Teaching Guide, Project-Based Learning, Computer Science.