How would you describe your PBL?
Projec-based
What is most important to your PBL?
Product and Process
How is PBL implemented?
How do students acquire principles of discipline?
The engineering school of Mondragon University has established a common educational framework for all the diplomas. It is a mixed model, where there are activities related to courses, at the beginning of the semester, and a PBL, at the end of the semester. In the courses, student deals with disciplinary knowledge and in the PBL with interdisciplinary knowledge. There are 3-4 courses involved in each PBL. The PBL can take between 20% and 50% of all the ECTS (European Credit Transfer System) on each semester.
How is student learning facilitated within PBL?
There are two roles involved in the PBL: the tutor and the expert. On the one hand, the tutor is responsible to facilitate the process during the supervision sessions. The tutor is also responsible to assess transversal skills. As a guideline to help the supervisor’s role, we have defined the main tasks she or he has to carry out during those sessions: - Facilitate project organisation and project planning. - Facilitate team-work meeting (at least once a week). - Facilitate report writing. - Facilitate students’ team in everyday work, whenever they ask for it, or if there are conflicts, or in case they need provisions. - Verify that the team is on the track. - Formative and summative assessment of transversal competences. On the other hand, the expert act as an expert or project consultant. The students can meet the expert whenever they need. The expert is also responsible to assess technical skills.
Institution Type:
Private
Degree Type:
ISCED 4: Post-secondary non-tertiary education
ISCED 5: Short-cycle tertiary education (Associate's or equivalent)
Program Length:
Three Years
Semesters in which PBL is Used:
In every semester
Hours per week on Project:
11-15
Problem structure:
Moderately structured
Formulation of problems:
Faculty created and student formulated
Team composition selection:
Student choice
Projects assigned by:
Student choice
How is space dedicated to student teams for problem/project completion?
Space that can be reserved/shared by teams
Degree of Interdisciplinarity:
High
Role of instructor:
Expert
Competence and Learning Outcomes based curricula
Transversal competences
Project Based Learning
System Level PBL implementation
Written Exams
Oral Exams
Classroom Presentations
Exhibition/Demonstration
How assessment is implemented :
Mixture of individual and group
o Arana-Arexolaleiba, Nestor; Zubizarreta, M.I. “PBL experience in engineering School of Mondragon University”, PBL in Engineering Education: International Perspectives on Curriculum Change, Hardcover – August 11, 2017 by Aida Guerra (Editor),
o Arana-Arexolaleiba, N., Zubizarreta, M.I. and Muxika, E., 2005. A New Engineering Profile: Changing
o Arana-Arexolaleiba, N. and Zubizarreta, M.I., 2015. The impact of PBL learning environment and supervision of engineering faculty of Mondragon University in the student learning approach, E. DE Graaff, A. Guerra, A. Kolmos and N. Arana-Arexolaleiba
o Zubizarreta, M.I., 2006. Innovación del proceso enseñanza-aprendizaje de la titulación de ingeniería técnica en electrónica industrial: un estudio de caso, Universidad de Deusto.