Abstract:

This contribution describes the change in methodology introduced in the subject Electrical Technology within the Industrial Technologies Engineering Degree (GITI) at Escuela Técnica Superior de Ingeniería Industrial (ETSII), Universitat Politècnica de Valencia (UPV).

The subject is followed by about 275 students every year during first term (semester A) within the four-year program. The students are organized in 5 theory and 15 laboratory groups, but the actuation described is related to the activities developed during classroom sessions. All groups work in coordination at the same pace.

The scope of the action focused on improving students’ competences in the design of low-voltage electrical installations through the application of Project-Based Learning (PBL). The project was defined as a low-voltage installation analysis and design project to be solved using a spreadsheet, referring specifically to:
- Suitable design of electrical distribution lines and lighting systems. The safety criteria established in the regulations must be considered.
- Selecting protection elements and systems for the safety of users and the installations itself.

Besides, the methodology change was accompanied by an adaptation of the subject curriculum from a quite formal and standard, mainly based on traditional lectures, to a more open model. Practical aspects are addressed, which is essential for working with this kind of installations, but also the concepts on which these kinds of installations are based, so everything studied can be extrapolated to other types of installations and voltage levels, proving students with the tools to adapt quickly to any technological and regulatory changes that may arise.

Results show evidence of achievements in terms of improving students’ outcomes attainment level, along with other positive aspects, such as foresting student responsibility in its own learning, problem-solving skills or also the student motivation. The implementation of PBL has been crucial for this improvement and has manage to involve the students and make them more responsible for their own learning, according to the academic results obtained and from a student questionnaire.

Finally, instructors confirm the improvements brought about by the change of methodology. However, they must be aware of the change possible drawbacks like the perception on an increased workload for both students and teachers.

Keywords:

Project-based learning, practice-based theory development, electrical technology, collaborative work, student outcomes.