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dc.contributor.authorMyrup Pedersen, Jens
dc.contributor.authorGutiérrez López, José Manuel
dc.contributor.authorKirikova, Marite
dc.contributor.authorZabludowski, Lukasz
dc.contributor.authorComellas Colomé, Jaume
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Teoria del Senyal i Comunicacions
dc.date.accessioned2016-01-28T14:15:33Z
dc.date.available2016-01-28T14:15:33Z
dc.date.issued2015
dc.identifier.citationMyrup , J., Gutiérrez-López, J., Kirikova, M., Zabludowski, L., Comellas, J. Three years of an intensive programme: experiences, observations and learning points. A: International Symposium on Project Approaches in Engineering Education. "Proceedings of the Seventh International Symposium on Project Approaches in Engineering Education (PAEE'2015), integrated in the International Joint Conference on the Learner in Engineering Education (IJCLEE'2015): Mondragón University: San Sebastián, Spain: 2015". San Sebastián: Aalborg University Press, 2015, p. 206-213.
dc.identifier.isbn978-87-7112-305-0
dc.identifier.urihttp://hdl.handle.net/2117/82225
dc.description.abstractThis paper summarizes valuable experiences and learning points from three years of the Erasmus funded Intensive Programme on “Implementing Europe’s Future Broadband Infrastructure”. The programme consisted of a course held each year 2012-2014 during two weeks of July, where 30-35 students and 10-12 teachers from the 4 participating universities would meet in the location of one of the partner institutions. During the three years, the programme was each year adjusted according to the observations and evaluations from the previous year. The course was organized as a week of course modules, followed by a week of project work. The topics of the first week were defined to support the project work in the following week. The projects were based on real-life problems proposed by companies, and had to be solved in student groups with a mix of nationalities and educational backgrounds. Among the key learning points, we can highlight the importance of clearly communicating learning goals as well as motivations for the students to work problem-based and across traditional disciplines. Also, having short time to get a group from four different universities work together it is important to actively encourage (or enforce) the students to mix and work together throughout the course activities. Finally, we found that the model of combining course modules and projects worked well, especially if active learning approaches were used in the course modules.
dc.format.extent8 p.
dc.language.isoeng
dc.publisherAalborg University Press
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
dc.subject.lcshEngineering -- Study and teaching
dc.subject.otherProblem based learning
dc.subject.otherInternationalisation
dc.subject.otherIntensive programmes
dc.subject.otherCross-disciplinary projects
dc.titleThree years of an intensive programme: experiences, observations and learning points
dc.typeConference report
dc.subject.lemacEnginyeria -- Ensenyament
dc.contributor.groupUniversitat Politècnica de Catalunya. GCO - Grup de Comunicacions Òptiques
dc.description.peerreviewedPeer Reviewed
dc.relation.publisherversionhttp://vbn.aau.dk/files/217711599/PAEE2015_proceedings.pdf
dc.rights.accessOpen Access
local.identifier.drac17419187
dc.description.versionPostprint (published version)
local.citation.authorMyrup, J.; Gutiérrez-López, J.; Kirikova, M.; Zabludowski, L.; Comellas, J.
local.citation.contributorInternational Symposium on Project Approaches in Engineering Education
local.citation.pubplaceSan Sebastián
local.citation.publicationNameProceedings of the Seventh International Symposium on Project Approaches in Engineering Education (PAEE'2015), integrated in the International Joint Conference on the Learner in Engineering Education (IJCLEE'2015): Mondragón University: San Sebastián, Spain: 2015
local.citation.startingPage206
local.citation.endingPage213


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