Abstract:

One of the main issues when applying PBL is the selection of the different projects used in the methodology. It is important to notice that these projects are the core of the course, not an additional activity, so the whole class is organized around the projects and is built to help the work around the projects.

Two types of projects are included in our PBL settings: Example Projects (EP) and Working Projects (WP). The former ones are the projects explained and developed by the teacher in class, as a pilot workshop, being used by the students as a reference and an example to base their own projects. The latter ones are the projects which are assigned to the students to be completed in reduced groups.

The Example Projects should meet some specifics characteristics in order to be adequate for the task:
- They should be real Architecture projects or, at least, real architecture projects with some simplifications adapted to the level of the students.
- The main documents of the projects should be made available to the students, for instance, general description, geotechnical studies, and construction plans.
- The project should be closely related to the part of the course developing at that moment. Then, several EPs are introduced during the course term: one building with a basement (having reinforced walls and shallow foundations), one building with deep foundations, and, finally, one building with deep excavation and diaphragm retaining walls.
- The projects, as every real project, should have some lack of information, unclear conditions, or even contradictory data, in order to allow the students to think by themselves and to develop a stronger decision-making process. A perfectly-prepared exercise-like project only produces repetition.

Once each EP is explained in class, the reduced student groups are assigned with one Working Project (WP). This project should have similar characteristics as those in the EP, except for the construction plans of the foundations that should be delivered by the students as a result of the WP.

In this paper, the different characteristics of the EP and WP are explained in deep as well as the problems found by the students and their assessment of the course. The time-saving correction method is also explained. The advantages and disadvantages of this approach to PBL are also detailed so the experience can be of help to other teachers.

Keywords:

Project-Based Learning, Structural design, Foundations, Soil Mechanics.