From problem-based learning to practice-based education: A framework for shaping future engineers

Mann, L; Chang, R; Chandrasekaran, S; Coddington, A; Daniel, S; Cook, E; Crossin, E; Cosson, B; Turner, J; Mazzurco, A; others,

From problem-based learning to practice-based education: A framework for shaping future engineers

Mann, L Chang, R Chandrasekaran, S Coddington, A Daniel, S

Cook, E Crossin, E Cosson, B Turner, J Mazzurco, A others,

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Publisher:: Taylor and Francis
Publication Type:: Journal Article
Citation:: European Journal of Engineering Education, 2021, 46, (1), pp. 1-21
Issue Date:: 2021

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Field	Value	Language
dc.contributor.author	Mann, L
dc.contributor.author	Chang, R
dc.contributor.author	Chandrasekaran, S
dc.contributor.author	Coddington, A
dc.contributor.author	Daniel, S https://orcid.org/0000-0002-7528-9713
dc.contributor.author	Cook, E
dc.contributor.author	Crossin, E
dc.contributor.author	Cosson, B
dc.contributor.author	Turner, J
dc.contributor.author	Mazzurco, A
dc.contributor.author	others,
dc.date.accessioned	2021-03-30T05:22:26Z
dc.date.available	2021-03-30T05:22:26Z
dc.date.issued	2021
dc.identifier.citation	European Journal of Engineering Education, 2021, 46, (1), pp. 1-21
dc.identifier.issn	0304-3797
dc.identifier.issn	1469-5898
dc.identifier.uri	http://hdl.handle.net/10453/147671
dc.description.abstract	© 2020 SEFI. Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.
dc.language	en
dc.publisher	Taylor and Francis
dc.relation.ispartof	European Journal of Engineering Education
dc.relation.isbasedon	10.1080/03043797.2019.1708867
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	09 Engineering, 13 Education
dc.title	From problem-based learning to practice-based education: A framework for shaping future engineers
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	09 Engineering
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-03-30T05:22:25Z
pubs.issue	1
pubs.publication-status	Published online
pubs.volume	46
utslib.citation.issue	1

Abstract:

© 2020 SEFI. Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.

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http://hdl.handle.net/10453/147671