Enhancement of traditional mode of teaching based on the experience of project-based learning
Project based learning (PBL) has become more popular due to its student centered nature of learning compared to traditional modes of learning. However, it is not always feasible to implement it due to several reasons. At the University of New South Wales, the PBL mode was trialled on an introductory Digital Signal Processing course for two consecutive years and the evaluation was previously reported. After that, based on the experience of PBL implementation, some elements of PBL have been incorporated with traditional mode of teaching to enhance the traditional mode and that enhanced traditional mode have been continued. The experience of enhancing the traditional mode with components derived from PBL, particularly the inclusion of conceptual design presentation and laboratory tests, are promising. This paper presents the task description of PBL and experience of how some of the components of PBL can be utilized to enhance the traditional mode of teaching.
Problem-Based Learning in Communication Systems: Student Perceptions and Achievement
The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements.
‘It's Not for Lazy Students like Me …'
This paper details the development of problem-based learning in the Department of Electronic and Electrical Engineering at UCL, including opportunities and challenges in implementation experienced as the ‘pitfalls of the pilot’ with regard to issues in student support and the complexity of the tutor's role.