"Profiles in PBL" is a web database where PBL engineering programs from around the world share the details of their PBL programs. Our goal is to showcase more than 100 PBL profiles. The profiles will serve as inspiration for PBL programs to learn from one another and for engineering educators world-wide who are considering PBL. This database has been developed in collaboration between The Aalborg UNESCO Centre and Iron Range Engineering, Itasca Community College.

Esprit School of Engineering

4500

Tunis, Tunisia

htttp://www.esprit.tn

 

Lamjed BETTAIEB

M.

How would you describe your PBL?

problem-based learning, project-based learning, team based learning, flipped classroom, serious games

What is most important to your PBL?

Product and Process

How is PBL implemented?

central to all learning , new students are prepared to the PBL through the APP0 week as small icebreaker workshops where we initiate them to active learning and the APP process

How do students acquire principles of discipline?

PBL is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students make sense of the concepts and active their individual and collective prior knowledge finding resources problem; they also engage in peer learning through small-group discussions and consolidate their learning by reflective writing. PBL can be viewed as an iterative process made up of first, a problem analysis phase, a period of self-directed learning and lastly, a reporting phase. The project, the problem, or the contextualized course is often adapted according to learning objectives previously fixed the discipline's program sheet

How is student learning facilitated within PBL?

Teachers must be able to provide support and inspiration to their students. They have to facilitate thinking, growth and engagement by feeling safe to experiment and free from strict time constraints. In a Problem-Based Learning scenario the teacher's traditional role changes, teacher become a coach or guide. He should not expect students to be effective problem solvers right away. Since learning to solve problems is one of the main goals of PBL, students will need to be guided during the searching and solving process. By asking questions along with the students, a teacher can serve as a model problem solver. As students get better at problem solving, the teacher's involvement may change slightly and allows students to question things differently.

Program Overview

Institution Type:

Private

Degree Type:

ISCED 4: Post-secondary non-tertiary education

Program Length:

Five Years

Semesters in which PBL is Used:

All semesters

Hours per week on Project:

16-20

PBL Overview

Problem structure:

Moderately structured

Formulation of problems:

Some problems are authentic from professional practice but most of them are faculty created.

Team composition selection:

Academic staff with student input

Projects assigned by:

Academic staff with student input

How is space dedicated to student teams for problem/project completion?

Space available, but not dedicated nor reservable

Degree of Interdisciplinarity:

Medium

Role of instructor:

Expert

Unique Features

the development of transversal skills through project group presentations.

language courses are done through role playing and cultural event organization,

PBL our program covers all levels of learning, for the post bac students until the final year engineering cycle. The majority of projects proposed to students are made in close collaboration with companies. To avoid complexity of contents, we start with serious games projects for the first year engineering cycle.

Assessment Methods

Written Exams

Oral Exams

Classroom Presentations

Exhibition/Demonstration

Performance Tasks

How assessment is implemented :

A mixture between individual and group assessment.

Publications