Project based learning during the COVID-19 pandemic: Experiment reports of initiatives in computer engineering
Project based learning during the COVID-19 pandemic: Experiment reports of initiatives in computer engineering
复制标题
COVID-19 大流行期间基于项目的学习：计算机工程举措的实验报告
DOI：
10.5281/zenodo.5096410
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
F. Almeida
中科院分区：
文献类型：
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作者：
V. Hayashi;Reginaldo Arakaki;F. Almeida
2019冠状病毒病疫情对传统的现场教学模式造成了深刻的影响，并要求工程专业的学生进行远程学习，他们面临着物联网项目等实际组成部分的实践活动的额外挑战和机会。作为一种替代标准化的同步测试，基于项目的学习（PBL）在这种情况下，让学生在社会距离的背景下。本文介绍了圣保罗大学理工学院2020年计算机工程课程PBL应用的实验报告：本科两课（三年级数字实验室II，五年级软件工程实验室II），科学启蒙（三年级学生智能电表短期研究项目）和顶点项目（五年级学生关于智能家居监控的一年期项目）。在所有课程中，至少有一名理学硕士学生担任共同顾问或研究生助教。结合远程实验室、家庭实验室和虚拟实验室，PBL可以让学生参与进来，并在疫情期间开展实践活动。学生们积极参与项目，与利益攸关方合作，并提出了对工具使用的要求。© 2021米尼奥大学。All rights reserved.
The COVID-19 pandemic caused profound impacts arising from a traditional on-site teaching model rupture and demanded distance learning for Engineering students, who faced additional challenges and opportunities for practical activities with physical components such as Internet of Things projects. As an alternative to standardized synchronous tests, Project Based Learning (PBL) was employed in this context to engage students in the social distancing context. This paper presents experiment reports of PBL application for the Polytechnic School of the University of Sao Paulo’s Computer Engineering curriculum in 2020: two undergraduate courses (third year’s Digital Laboratory II, fifth year’s Laboratory of Software Engineering II), scientific initiation (short-term research project of smart meter for third year student), and capstone project (one year project fifth year student regarding smart home monitoring). In all courses, at least a Master of Science student acted as co-advisor or graduate teaching assistant. When combined with remote labs, home labs and virtual labs, PBL could engage students and make practical activities happen during the pandemic. The students took an active part in the projects, working with stakeholders and raising demands for tools usage. © 2021 University of Minho. All rights reserved.