Advertisement

PBL Experience in Engineering School of Mondragon University

  • Nestor Arana-Arexolaleiba
  • Miren I. Zubizarreta
Chapter

Abstract

Mondragon University has been implementing PBL since 2002. On this date, a process was initiated in the development of the Teaching Learning Process, which emphasized the use of the project-based learning method.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Arana-Arexolaleiba, N., & Zubizarreta, M. I. (2015). The impact of PBL learning environment and supervision of engineering faculty of Mondragon University in the student learning approach. In E. de Graaff, A. Guerra, A. Kolmos, & N. Arana-Arexolaleiba (Eds.), Global research community: Collaboration and developments, 2016/VII/6-9 2015 (pp. 479–491). Aalborg: Aalborg University Press.Google Scholar
  2. Arana-Arexolaleiba, N., Zubizarreta, M. I., & Muxika, E. (2005, October 27–29). A new engineering profile: Changing “Assessment methods” in an engineering school. POPBL 05 Workshop. Murcia, Spain.Google Scholar
  3. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead: Open University Press.Google Scholar
  4. Bunk, G. P. (1994). La transmisión de las competencias en la formación y perfeccionamiento profesionales de la RFA. Revista Europea de la formación Profesional, 1, 8–14.Google Scholar
  5. De Miguel, D. M. (1995). Revisión de los programas académicos e innovación en la enseñanza superior: Informes y documentos. Revista de Educación, 306, 427–453.Google Scholar
  6. Díaz villa, M. (Ed.). (2002). Flexibilidad y educación superior en Colombia. Instituto colombiano para el fomento y desarrollo de la educación superior, Bogota, Colombia.Google Scholar
  7. Echeverria, B. (1993). Cualificaciones y Formación Profesional. Mercado de trabajo: educación y Empleo.Google Scholar
  8. Fink, F. K. (1999). Integration of engineering practice into curriculum: 25 years with problem based learning. 29th ASEE/IEEE Frontiers in Education Conference San Juan, Puerto Rico.Google Scholar
  9. Hamiza, W. M. Z. W., Williams, A., & Sher, W. (2015). Challenges of introducing PBL in engineering: Lecturers’ and students’ perspectives. In E. de Graaff, A. Guerra, A. Kolmos, & N. Arana-Arexolaleiba (Eds.), Global research community: Collaboration and developments, 2016/VII/6–9–2015 (pp. 479–491). Aalborg: Aalborg University Press.Google Scholar
  10. Hansen, I. L., & Rosenørn, T. (2005). What are the goals for university education, and how can they be assessed? International Workshop on Project Organised Problem Based Learning (POPBL), Mondragon, Spain, October 27–29.Google Scholar
  11. Kolmos, A. (2004). Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos. Educar, 33, 77–96.CrossRefGoogle Scholar
  12. World Conference on Higher Education. (1998). Higher education in the twenty-first century vision and action. Paris: UNESCO.Google Scholar
  13. Zabalza, M. A. (1998). Los planes de estudio en la universidad: Algunas reflexiones para el cambio. Fuentes, 1, 27–68.Google Scholar
  14. Zubizarreta, M. I. (2006). Innovación del proceso enseñanza-aprendizaje de la titulación de ingeniería técnica en electrónica industrial: un estudio de caso. Universidad de Deusto, Bilbo.Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Nestor Arana-Arexolaleiba
    • 1
  • Miren I. Zubizarreta
    • 2
  1. 1.Engineering SchoolMondragon UniversitySpain
  2. 2.Engineering SchoolMondragon UniversitySpain

Personalised recommendations