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A platform for research: civil engineering, architecture and urbanism
Teaching innovation: comparison between project-based and traditional learning approaches
Innovation is a multi-faceted thematic. It ranges from economy to engineering, from management to technology development, from knowledge management to manufacture. Besides, innovation involves changing mindset and a multitude of cultural issues which can hinder its progress. Concurrently, engineering courses face a reality in which there is no specific discipline of innovation in their syllabus. According to the new technologies, the Brazilian government has started a national effort to update the engineering curriculum and challenges engineers will deal with in their professional practices. This paper presents the experience of the discipline "Innovation of Production Systems" at the University of Brasília. From 2013 to 2020, the discipline has experienced variations with different theoretical content levels, problembased learning assignments, or contextual-based discussions concerning the markets and innovation ambients in Brazil and abroad. By analyzing the evolution of discipline content, the amount of problem-based learning demanded, the final grades, and qualitative results, we reflect on teaching innovation and having significant results beyond the own academic grades. Two hundred twelve students demonstrate that practical assignments arouse more interest from students, but the impact was irrelevant. Results suggest that the workload of innovation in engineering undergraduate courses needs to be improved from an entrepreneurial perspective.
Teaching innovation: comparison between project-based and traditional learning approaches
Innovation is a multi-faceted thematic. It ranges from economy to engineering, from management to technology development, from knowledge management to manufacture. Besides, innovation involves changing mindset and a multitude of cultural issues which can hinder its progress. Concurrently, engineering courses face a reality in which there is no specific discipline of innovation in their syllabus. According to the new technologies, the Brazilian government has started a national effort to update the engineering curriculum and challenges engineers will deal with in their professional practices. This paper presents the experience of the discipline "Innovation of Production Systems" at the University of Brasília. From 2013 to 2020, the discipline has experienced variations with different theoretical content levels, problembased learning assignments, or contextual-based discussions concerning the markets and innovation ambients in Brazil and abroad. By analyzing the evolution of discipline content, the amount of problem-based learning demanded, the final grades, and qualitative results, we reflect on teaching innovation and having significant results beyond the own academic grades. Two hundred twelve students demonstrate that practical assignments arouse more interest from students, but the impact was irrelevant. Results suggest that the workload of innovation in engineering undergraduate courses needs to be improved from an entrepreneurial perspective.
Teaching innovation: comparison between project-based and traditional learning approaches
Barbalho, Sanderson César M. (author) / Silva, Gladston Luís da (author) / Lourenço, Aline Machado (author)
2021-07-07
Conference paper
Electronic Resource
English
DDC:
690
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