Abstract
Since 1997 Design-based Learning (DBL) has become the educational concept at Eindhoven University of Technology (TU/e). There was a need at that time to develop a common view for innovation in the educational system. DBL has been modelled to serve the purposes of scientific technical education with an underlying emphasis in ‘design’ (Wijnen, 2000). The rationale behind this approach was to provide the programs with a more competence-based orientation and to educate students to meet the requirements of technical systems. The profile of DBL was thus described in terms of features (i.e. Professionalization, Activation, Co- operation, Creativity, Integration, Multidisciplinary). DBL was not implemented following a uniform curriculum model, rather it was implemented according to the needs and ideas in every specific department. For Mechanical Engineering, the DBL working methodology to solve problems is based on Problem-based Learning (PBL), whereas the method to design a product departs from on project process orientation.
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Puente, S.M.G., Jongeneelen, C.J.M., Perrenet, J.C. (2012). Design-Based Learning in Mechanical Engineering Education. In: Campos, L.C.d., Dirani, E.A.T., Manrique, A.L., Hattum-Janssen, N.v. (eds) Project Approaches to Learning in Engineering Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-958-9_7
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DOI: https://doi.org/10.1007/978-94-6091-958-9_7
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