Integrating Project-Based Learning into Innovative Studies in IoT Engineering

• Autorzy: Kraśniewski Andrzej

Identyfikatory

DOI

10.24425/ijet.2025.153558

• Języki publikacji: EN

Abstrakty

EN

The programme in Internet of Things Engineering, offered by the Faculty of Electronics and Information Technology, Warsaw University of Technology, is presented. To the best of the Author’s knowledge this the first attempt in Poland to apply the project-based learning (PBL) throughout the entire engineering curriculum, for both the first-cycle (bachelor’s) and second-cycle (master’s) studies. This paper is focussed on the first-cycle programme, in particular on the unique structure of its curriculum, the way it was developed and initial observations coming out of its implementation.

Słowa kluczowe

EN

engineering education; Internet of Things; IoT; project-based learning; PBL; interdisciplinarity

• Wydawca: Polish Academy of Sciences, Committee of Electronics and Telecommunication
• Czasopismo: International Journal of Electronics and Telecommunications
• Rocznik: 2025
• Tom: Vol. 71, No. 1
• Strony: 161--169
• Opis fizyczny: Bibliogr. 30 poz., tab., rys.

Twórcy

autor

Kraśniewski Andrzej

• Warsaw University of Technology

Bibliografia

• [1] D. Kokotsaki, V. Menzies and A. Wiggins, “Project-based learning: a review of the literature,” Improving Schools, vol. 19, no. 3, pp. 267-277, 2016. https://doi.org/10.1177/1365480216659733
• [2] V. Richardson, “Constructivist Pedagogy”, Teachers College Record, vol. 105, no. 9, Dec. 2003, Columbia University, pp. 1623-1640. https://doi.10.1046/j.1467-9620.2003.00303.x.
• [3] A.C. Reis, S. Barbalho and A.C. Diniz Zanette, “A bibliometric and classification study of Project-based Learning in Engineering Education,” Production, vol. 27, 2017. http://doi.org/10.1590/0103-6513.225816
• [4] S. Lavado-Anguera, P.-J. Velasco-Quintana and M.-J. Terrón-López, “Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature,” Education Sciences, vol. 14(6), 617. https://doi.org/10.3390/educsci14060617
• [5] X. Du, E.D. Graaff and A. Kolmos (eds.), “Research on PBL Practice in Engineering Education,” Sense Publishers, 2009, ISBN 9789087909307
• [6] M. Borrego, M.J, Foster and J.E. Froyd, “Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields,” Journal of Engineering Education, vol. 103, pp. 45-76, 2014. https://doi.org/10.1002/jee.20038
• [7] S. Evanita, Z. Afdal, Rino and Marwan, “Electronic Project Based Learning a Literature Review,” Advances in Economics, Business and Management Research, Atlantis Press International B.V., vol. 192, pp. 247-252, 2021. https://www.atlantis-press.com/proceedings/piceeba-21/125963982
• [8] H. Hassan, C. Domianguez, J.-M. Martia Nez, A. Perles, J. Albaladejo, and J.-V. Capella, “Integrated Multicourse Project-based Learning in Electronic Engineering,” International Journal of Engineering Education, vol. 24, no. 3, pp. 581-591, 2008. https://www.ijee.ie/articles/Vol24-3/s14_ijee2027.pdf
• [9] E. Raj and K. Tomalczyk, “Second-cycle Electronics and Telecommunications Program with Project Based Learning Approach”, Intl Journal of Electronics and Telecommunications, vol. 68, no. 3, pp. 505-510, 2022. https://doi.org/10.24425/ijet.2022.141267
• [10] H. Aliakbarian et al., “Implementation of a Project-Based Telecommunications Engineering Design Course, ” IEEE Transactions on Education, vol. 57, no. 1, pp. 25-33, Feb. 2014. https://doi.org/10.1109/TE.2013.2262800
• [11] R.M. Paul, Y. Jazayeri, L. Behjat and M. Potter, “Design of an Integrated Project-Based Learning Curriculum: Analysis Through Fink’s Taxonomy of Significant Learning, ” in IEEE Transactions on Education, vol. 66, no. 5, pp. 457-467, Oct. 2023. https://doi.org/10.1109/TE.2023.3307974
• [12] J. Froyd, A. Srinivasa, D. Maxwell, A. Conkey and K. Shryock, “A Project-Based Approach To First-Year Engineering Curriculum Development,” Proc. IEEE Frontiers in Education, pp. T3H, 2005. https://doi.org/10.1109/FIE.2005.1611955
• [13] M. Kaushik, “Evaluating a First-Year Engineering Course for Project Based Learning (PBL) Essentials.” Procedia Computer Science, Elsevier B.V., vol. 172, 2020, pp. 364-369. https://doi.org/10.1016/j.procs.2020.05.056.
• [14] H.A. Hashim, C. Tatarniuk and B. Harasymchuk, “First Year Engineering Design: Course Design, Projects, Challenges, and Outcomes,” IEEE Frontiers in Education Conference, 2022. https://doi.org/10.1109/FIE56618.2022.9962456
• [15] Y. Zastavker, M. Ong and L. Page, “Women in Engineering: Exploring the Effects of Project-Based Learning in a First-Year Undergraduate Engineering Program,” Proc. Frontiers in Education Conference, 2006. https://doi.org/10.1109/FIE.2006.322485
• [16] R.K. Miller, “Lessons from the Olin College Experiment,” Issues in Science and Technology, vol. XXXV, no. 2, pp. 73-75, Winter 2019. https://issues.org/lessons-from-the-olin-college-experiment/
• [17] E. Guizzo, “The Olin Experiment,” IEEE Spectrum, vol. 43, no. 5, pp. 30-36, May 2006. https://doi.org/10.1109/MSPEC.2006.1628505
• [18] F. Habbal at al., “Problem and Project-Based Learning at Aalborg,” in: F. Habbal, A. Kolmos, R.G. Hadgraft, J. Egelund Holgaard and K. Reda, “Reshaping Engineering Education: Addressing Complex Human Challenges,” Springer, 2024. https://doi.org/10.1007/978-981-99-5873-3
• [19] A. Kraśniewski and J. Woźnicki, “Flexibility and adaptability in engineering education: an academic institution perspective,” IEEE Transactions on Education, vol. 41, no. 4, pp. 237-246, Nov. 1998. https://doi.org/10.1109/13.728256
• [20] A. Kraśniewski, W. Kurnik, “Bologna reforms at the Warsaw University of Technology: Institutional implementation strategies and lessons learned”, in E. Froment, J. Kohler, L. Purser, and L. Wilson (eds.), EUA Bologna Handbook, article C 3.1-1, Raabe Verlag, Berlin, December 2008; also in: Implementing Bologna 5-Best of the Bologna Handbook, vol. 15, Raabe Verlag, 2012.
• [21] C. Bovill et al., “Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships,” Higher Education, vol. 71, 2016, pp. 195-208. https://doi.org/10.1007/s10734-015-9896-4 https://eprints.gla.ac.uk/107084/1/107084.pdf
• [22] T. Lubicz-Nawrocka Tanya, “Co-Creation of the Curriculum: Challenging the Status Quo to Embed Partnership,” Journal of Educational Innovation, Partnership and Change, vol. 3, no. 2, 2017. https://doi.org/10.21100/jeipc.v3i2.529
• [23] “The Changing Landscape of Disruptive Technologies,” KPMG International, 2018. https://assets.kpmg.com/content/dam/kpmg/pl/pdf/2018/06/pl-The-Changing-Landscape-of-Disruptive-Technologies-2018.pdf
• [24] A. Al-Fuqaha, M. Guizani, M. Mohammadi, M. Aledhari and M. Ayyash, “Internet of Things: A Survey on Enabling Technologies, Protocols, and Applications, ” in IEEE Communications Surveys & Tutorials, vol. 17, no. 4, pp. 2347-2376, Fourthquarter 2015. https://doi.org/10.1109/COMST.2015.2444095
• [25] E. Mäkiö-Marusik, “Current trends in teaching cyber physical systems engineering: A literature review, ” Proc. IEEE International Conference on Industrial Informatics, 2017, pp. 518-525. https://doi.org/10.1109/INDIN.2017.8104826
• [26] D. Gustafsson,”Analysing the Double diamond design process through research & implementation,” MA Thesis, Aalto University, 2019. https://aaltodoc.aalto.fi/items/3a6b3fa8-14a4-4b39-809f-cf31ab66c17c
• [27] G. Bardaro, A. Antonini and E. Motta, “Robots for Elderly Care in the Home: A Landscape Analysis and Co-Design Toolkit,” International Journal of Social Robotics, vol. 14, 2022, pp. 657-681. https://doi.org/10.1007/s12369-021-00816-3
• [28] J. Lee, “Flipped Learning,” in: O. Zawacki-Richter and I. Jung (eds.), “Handbook of Open, Distance and Digital Education,” pp. 1179-1196, 2023. https://doi.org/1179 10.1007/978-981-19-2080-6_69
• [29] “Criteria for Accrediting Engineering Programs, 2024-2025,” Accreditation Board for Engineering and Technology, 2024. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2024-2025/
• [30] “Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability,” Official Journal of the European Union, 27.06.2022.

Uwagi

Opracowanie rekordu ze środków MNiSW, umowa nr POPUL/SP/0154/2024/02 w ramach programu "Społeczna odpowiedzialność nauki II" - moduł: Popularyzacja nauki (2025).