Abstract:

Databases are one of the core elements of information systems in enterprises. Databases allow enterprises to satisfy the needs of data and information management. For this purpose, it is necessary to perform a complete tailored design of a database.

In the Computer Science Bachelor’s degree at Jaume I University (Spain), there are several subjects related to Databases. In the last course, subjects EI1038 database system design and EI1041 database system design and implementation are focused on the study of database design especially on the logical and physical design of databases. Both subjects address the same competencies but they are intended for different curricula specialization: Information systems, and Software engineering, respectively. In this regard, students share classrooms, contents, lecturers, and evaluations.

Project-Based Learning (PBL) is a teaching technique that uses projects to develop and motivate the learning process. It guides students in the learning process providing a project as a framework as a central core of the subject. PBL fosters students learning through a challenge, which cannot be solved through superficial learning. Instead, the project is intended to be consciously implemented. Furthermore, in the case that the challenge is faced in groups, they are expected to maintain an active and motivated attitude throughout the learning process.

This paper presents, studies, and evaluates the adaptation of the named subjects to the PBL methodology. The work developed in both subjects to change the organization and structure of the subjects thoroughly is described, including project definition and activities, skills, alignment between activities, competencies, and evaluation results.

This work began in the year 2018. However, the idea of adapting the subjects arose several years before. It was not until 2018 when the lecturers involved in the subjects matured and materialized the idea to adopt PBL into the database subjects. Currently, the subjects have a major part of activities aimed at the project.

The project evaluation is done in two stages: Firstly, students and teachers meet periodically to analyze the design decisions and evaluate potential changes and improvements. Then, at the end of the semester, teachers evaluate the project and provide a final mark. Moreover, teachers ask for a blind evaluation of group members, one each other. Taking into account teachers (60%) and blind evaluation (40%), each student obtains a final mark.

Final marks in the subjects are very positive and promising, specifically the percentage of success. Furthermore, in the last years, once students finished the subject and they know their final marks, a survey is done to know their opinions about the subject and the project. The survey results showcase that the vast majority of the students agree that the project is very useful and it facilitates the acquisition

Keywords:

Project-Based Learning, Innovation Project.