Resumen de Comparison of PBL curricula within control engineering education
Liliana Fernández-Samacá, Kirsten Mølgaard Nielsen, José Miguel Ramírez, Anette Kolmos
During the last twenty years, various forms of PBL have been implemented in diverse educational programs and national policyregulations, and to different extents, ranging from a single course level to an integrated PBL curriculum. This has resulted in a variety ofPBL curriculum practices. In this article, a comparison of two PBL cases will be described in order to study the advantages and disadvantages of the two systems. One case presents a single level comprised of two courses and the other one is an integrated PBLcurriculum, and both are focused on control engineering courses. The PBL approaches are compared based on an analysis of the studyguidelines, the technical curriculum, the themes of the project, the project introduction and specification given by staff, as well as studentoutcomes in the form of technical skills and skills related to specification requirements, project organization and structuring based on astudy of written project proposals and student reports delivered. The results show that both the PBL curricula formulated the sametechnical learning outcomes, modeling and control methods; however, in the curriculum practice there are differences related to thescope of curriculum objectives, knowledge, independence of the student work, supervision management, and students’ preconditionsrelated to PBL.
