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An integrated project-based learning approachfor a multi-disciplinary engineering design course

  • C. Merlo [1] ; G. Pol [1]
    1. [1] Universidad de Bordeaux
  • Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 247-254
  • Idioma: inglés
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  • Resumen
    • Product design greatly evolves for years, due to the increasing complexity of products, from simplemonodisciplinary products to mechatronics systems then cyber-physical systems. Developmentteams of such systems are strongly interdisciplinary and require adequate engineering design methodsand common cognitive representations. Teaching such engineering design methods is a high challengethat must integrate several design knowledge domains. Our target is 1st year students of an engineeringMaster. Traditional pedagogical approach (theoretical class then exercises then practices) are obviouslynot adapted to actual students that need a high level of stimulation, active implication and operationalchallenges from real world.We built a large team of 10 teachers from all required disciplines. We worked to propose an integratedpedagogical framework: built on a project-oriented structure, enriched by ‘learning by doing’steps and ‘real case study’ involving industrial stakeholders. This pedagogical framework is appliedto our learning outcomes by implementing a dedicated design process combining system engineeringmodelling, creativity tools and user-centred design methods. Moreover, we propose to students a casestudy defined by an industrial partner that follows the students’ work.This approach has been applied for 4 years. We illustrate it by describing the implemented designprocess, used tools and students’ production examples. The case study comes from e-health domain:designing a connected system for home care. As a feedback, we have noticed higher students’ involvementand better academic and technical results than involvement and results in previous sessions withtraditional pedagogy. After students’ work, industrial partners can exploit this work as preliminary studiesby selecting best and relevant ideas to design prototypes and new products. Future work is nowfocused on the flexibility of the course activities using AGILE approach to allow students to define theirown path into the learning process.


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