TY - JOUR
T1 - From problem-based learning to practice-based education
T2 - A framework for shaping future engineers
AU - Mann, Llewellyn
AU - Chang, Rosemary
AU - Chandrasekaran, Siva
AU - Coddington, Alicen
AU - Daniel, Scott
AU - Cook, Emily
AU - Crossin, Enda
AU - Cosson, Barbara
AU - Turner, Jennifer
AU - Mazzurco, Andrea
AU - Dohaney, Jacqueline
AU - O’Hanlon, Tim
AU - Pickering, Janine
AU - Walker, Suzanne
AU - Maclean, Francesca
AU - Smith, Timothy D.
N1 - Publisher Copyright:
© 2020 SEFI.
PY - 2021/1/2
Y1 - 2021/1/2
N2 - Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.
AB - Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.
KW - education innovation
KW - practice-based education (PBE) framework
KW - problem-based learning
KW - sustainable development goals (SDGs)
UR - http://www.scopus.com/inward/record.url?scp=85077867323&partnerID=8YFLogxK
U2 - 10.1080/03043797.2019.1708867
DO - 10.1080/03043797.2019.1708867
M3 - Article
AN - SCOPUS:85077867323
SN - 0304-3797
VL - 46
SP - 27
EP - 47
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
IS - 1
ER -