Abstract
The University of Twente started an educational programme on Industrial Design Engineering in 2001. The structure of the programme builds on project-led education, mainly to immerse students quicker and more profoundly in the field of expertise they are educated in. Given the impact of educational projects of considerable scope, complexity and scale on the overall programme, adequate balancing of the learning aims and implementation of projects and courses is essential. Based on the criteria for the programme, a reference architecture is devised that guides the way in which the programme is arranged. By means of an example, depicting one of the projects, the implementation of project-led education is shown. From this, the way in which students and teachers/tutors have changed their roles and demeanour is assessed. In this respect, it is depicted how experience and external measures have influenced the programme. Moreover, the consequences of introducing project-led education are discussed with respect to the vision of the overall educational programme.
Keywords
Project-led education, student motivation, Industrial Design Engineering
DOI
https://doi.org/10.21606/learnxdesign.2013.035
Citation
Dankers, W., Schuurman-Hemmer, H., van den Boomgaard, T.,and Lutters, E.(2013) Bringing practice to the theory: Project-led education in Industrial Design Engineering, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.035
Creative Commons License
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Included in
Bringing practice to the theory: Project-led education in Industrial Design Engineering
The University of Twente started an educational programme on Industrial Design Engineering in 2001. The structure of the programme builds on project-led education, mainly to immerse students quicker and more profoundly in the field of expertise they are educated in. Given the impact of educational projects of considerable scope, complexity and scale on the overall programme, adequate balancing of the learning aims and implementation of projects and courses is essential. Based on the criteria for the programme, a reference architecture is devised that guides the way in which the programme is arranged. By means of an example, depicting one of the projects, the implementation of project-led education is shown. From this, the way in which students and teachers/tutors have changed their roles and demeanour is assessed. In this respect, it is depicted how experience and external measures have influenced the programme. Moreover, the consequences of introducing project-led education are discussed with respect to the vision of the overall educational programme.