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PBL for an Engineering Lab Tim Hall

This article discusses the use of Problem-Based Learning (PBL) in an engineering lab to engage students and enhance their learning experience. It explores the benefits of using real-world problems and continuous assessment, as well as the importance of teamwork and transferable skills. The article includes a detailed example of implementing PBL in a BSc Electronic and BSc Mobile Communications and Security module.

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PBL for an Engineering Lab Tim Hall

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  1. PBL for an Engineering LabTim Hall PBL for an Engineering Lab Tim Hall ECE UL

  2. PBL for an Engineering Lab Tim Hall ECE UL

  3. PBL for an Engineering Lab Tim Hall ECE UL

  4. What? Why? How? Does it work? PBL for an Engineering Lab Tim Hall ECE UL

  5. What? ECE BSc programmes have a 3rd semester module called “Outcome Based Learning Laboratory” it is conducted through traditionally structured PBL Students are presented with a problem/task based on the kind of work they will do when they graduate They are required to structure and manage their work professionally We provide support for their work and learning (they are after all only in 2nd year) PBL for an Engineering Lab Tim Hall ECE UL

  6. Why? Students see the modules in the early years of a programme as boring and unconnected to their chosen career even though the material is essential foundation for specialist learning later Choose a real-world problem/task that will excite the students’ interest so they will engage with their work and learning PBL for an Engineering Lab Tim Hall ECE UL

  7. Why? The UL modular system encourages “compartmentalisation” Choose a problem/task that crosses module boundaries and draws on material they have already studied and material they are studying concurrently (and if it needs some material they have yet to study they can learn it for themselves) Use continuous assessment not EOS exam PBL for an Engineering Lab Tim Hall ECE UL

  8. Why? Our students need time to gain additional electronics laboratory skills, this can only be done by doing it Base the module in the lab not the lecture room PBL for an Engineering Lab Tim Hall ECE UL

  9. Why? Employers complain that our graduates lack “transferable skills”:team working, communication: verbal and written, problem solving, finding things out for oneself, coping with uncertainty… Students work in teams and groups All assessments based on the natural outcomes of solving the problem/task: design study, reports: informal and formal, presentations, demos… “Lecturer” becomes “Customer” “Lecturer & technical staff” become “mentors” PBL for an Engineering Lab Tim Hall ECE UL

  10. How? An Example: ET4244 OBLL for BSc Electronic and BSc Mobile Communications and Security. Timetabled as a single 4 hour session each week for one semester. A single problem/task “Measuring the Weather”-an electronic weather station and accompanying website for the general public PBL for an Engineering Lab Tim Hall ECE UL

  11. PBL for an Engineering Lab Tim Hall ECE UL

  12. How? Students work in teams of 2, in groups of 4 to 6 by putting teams together, and individually. The exact structure and management of their work is left to themselves. The initial briefing spells out the end point, the instruments of assessment and the associated timetable. The PBL methodology is discussed. To start them off an initial sub-task and weather sensor exploration is specified (because they are only in 2nd year) PBL for an Engineering Lab Tim Hall ECE UL

  13. How? The initial sub-task is: What characteristics of the weather are measured, what are typical values for Ireland, what units and what range of values? The initial sensor exploration asks teams to experiment on one or more electronic sensors from a pre-selected list (again because they are only in 2nd year) A written report submitted in wk 2 forms the 1st assessment, it is graded and formative feedback given, resubmission is allowed PBL for an Engineering Lab Tim Hall ECE UL

  14. How? Assessments: 1: Initial: wk2 Background Report. 10% 2. Interim: wk4 team/group Design Study presentation. 5% wk8 team/group Demo work in progress 20% 3. Final: wk11/12 team/group Presentation & Demo 25% Individual Formal Report 40% (includes section on self-assessment of contribution to team/group) PBL for an Engineering Lab Tim Hall ECE UL

  15. How? Support and Mentoring A balance must be struck between the traditional PBL approach of “set the problem and walk away” and providing too much help and structure. The danger with these junior students is that they will get lost and give up, so timely intervention to set them back on track is essential. Interventions must be sufficient but not too much. The assessment schedule forms a skeleton time frame work for the students to work in. PBL for an Engineering Lab Tim Hall ECE UL

  16. How? Support and Mentoring A Moodle site provides a single desktop for module information, for submission of work, for communication and feedback, and keeps a gradebook. This relieves me of module admin and management so giving more time to observation and mentoring. PBL for an Engineering Lab Tim Hall ECE UL

  17. Does it work? YES Enthusiasm and engagement: students turn up on time for all sessions, e-mail apologies if they can’t make it, are reluctant to take coffee and meal breaks…. Grades are consistently higher than in traditional modules Colleagues report improved lab and other skills Improved retention of things learned in the module is exhibited in follow on modules PBL for an Engineering Lab Tim Hall ECE UL

  18. PBL for an Engineering Lab What? Why? How? Does it work? PBL for an Engineering Lab Tim Hall ECE UL

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