Teaching Image Processing in Engineering Using Python

This paper presents the strategies used for effective teaching and skill development in integrated circuit (IC) design using project-based learning (PBL) methodologies. It presents the contexts in which these strategies are applied to IC design courses at the University of South Australia, Adelaide, Australia, and the National Institute of Applied Science (INSA), Toulouse, France. Collaborations among the faculty members of the two institutions have produced a set of learning resources and design tools to support the development of industry-relevant design skills and lifelong learning skills. At the pedagogical level, the emphasis is on the development of practical circuit design, critical thinking, and problem-solving skills rather than the mastery of complex circuit design tools. The courses enable students to learn about the most recent technological developments and their implications, using a set of user-friendly tools. The PBL methodologies, intuitive design tools, and latest technology models have consistently produced high levels of student satisfaction with the overall quality of the courses at the two institutions.

Introduction: The furtherance of a university research culture is essential to promote processes of innovation and improvement in academic praxis. Objective: Therefore, this research aimed to promote formative research skills in a group of fifty-one students at a UPTC campus, through the project-based learning (PBL) methodology in an English language teaching (ELT) course. Methodology: Given the qualitative nature of this analysis, we selected a case study method. We used surveys, focus group interviews, and teacher journals as instruments to collect data. Likewise, we utilized grounded theory to analyze and conceptualize the information collected. Results: The PBL methodology significantly supported and improved the research skills of the students. Through the different activities, they also increased their interest and awareness of the need for research in their undergraduate programs. In addition, the students furthered their English speaking and writing skills, as the reports and presentations were conducted in this language. Conclusions: The promotion of a research culture, from the ELT, not only generates knowledge for development, internationalization, and professional qualification but also highlights the importance and role of higher education in society.

e-Yantra conducts an annual online competition, e-Yantra Robotics Competition (eYRC) which incorporates a Project-Based Learning (PBL) methodology to train students to implement a robotics project in a step-by-step manner over a five month period. The competition is designed to provide all the resources - robot, accessories, and a project - to each participating team to make the competition accessible to students from the remotest parts of India. Every year the goal is to increase the number of participating teams selected through an online selection test. Even though multiple teams from a college qualify, we restrict the number of teams from a college to the number of unique Themes -- projects abstracted into rulebooks -- assigned in the competition. In eYRC-2013, 72 teams (out of 232 teams) who had qualified through the selection test could not be included in the competition, as we had only 5 unique Themes. In 2014, we started a parallel competition, eYRC+ Pilot to include all the qualifying teams. In this paper we describe the methodology used in this competition where we experimented with a Theme involving an advanced topic -- Image Processing - such that we could assign the same theme to more number of teams. Our analysis of performance of teams show that contrary to our hypothesis, the learning outcomes of teams in the various tasks assigned in the competition are comparable to that of teams participated in the eYRC themes. Analyzing the effectiveness of the competition in imparting PBL, based on feedback received from the teams, we find that eYRC+ is as effective as eYRC. We present our analysis and how we have applied it in the current edition of the competition eYRC-2015.

The teaching-learning process is greatly enriched when the motivation of students is achieved, so that they show greater interest in learning and are allowed to interact with others in being, knowing and doing, where they constantly ask questions, are amazed and can seek solutions to increasingly complex problems of their school and professional environment. To this end, it is necessary to propose a Project Based Learning methodology based on an optional program for the initial training of the Short Cycle Higher Technician in Pharmaceutical Services, during the 2022 course that contributes to the achievement of professional competences and knowledge management of the future graduate of Pharmaceutical Services of the Faculty of Nursing and Health Technology. University of Medical Sciences of Villa Clara, Cuba, which will be oriented to action, interdisciplinarity and use of Information and Communication Technologies. The Project Based Learning methodology proposed in the elective program constitutes an innovative experience in the undergraduate course, with the purpose of developing skills in self-management of knowledge in students and development of professional competences.

Prior research has suggested that Project Based Learning (PBL) may affect students’ performance. Nevertheless, there has been a lack of empirical studies that have examined these relationships specially, in Bachelor’s Degrees and Master’s degrees. This research empirically examines whether PBL improves Own apprenticeship abilities’ development as well as promotes Students’ subject overcoming and their Professional success using data from 65 Spanish University students. Results of this study show that using PBL methodology in lessons enhances the students’ own apprenticeship abilities’ development. These results demonstrate the power of over students’ subject overcoming and their professional success. They display that students’ subject overcoming may play a mediating role in the relationship between PBL and students’ professional success. Moreover, these results cover an existing gap in literature, since there is no empirical literature that has tried to link as a whole PBL, Own apprenticeship abilities’ development, Students’ subject’s overcoming and their Professional success.

The relevance of research on resource-oriented methods in the training of future teachers is due to several factors. First, the role of the teacher is being transformed: from a translator of knowledge, he is turning into a facilitator of development, coordinator of the educational environment, motivator and mentor. This requires a high level of pedagogical flexibility and willingness to work in open, interdisciplinary and practically oriented formats. Second, the educational policy of Ukraine, in particular the updated Law "On Education" and the Concept "New Ukrainian School", emphasize the need to update the content of teacher training with a focus on practical components and a competency-based approach. Extra-school work is an area where the organizational, creative and communicative qualities of a teacher are most fully manifested. However, an analysis of modern educational programs of pedagogical universities indicates an insufficient number of content modules that would systematically prepare students for the organization of educational and extracurricular activities using resource-oriented methods. The article describes resource-oriented methods of training future teachers to organize extra-school work: the methodology of project-based learning with support for local resources, the methodology of portfolio support (portfolio), the methodology of training in modeling extracurricular interaction, the methodology of reflective-analytical case analysis, and the methodology of mentoring and pedagogical coaching. The methodology of project-based learning with support for local resources is aimed at developing students' skills in organizing extracurricular activities through the implementation of projects that take into account the resources of the community, educational environment, and culture. The methodology of portfolio support (portfolio) provides for the accumulation, analysis, and reflection of personal achievements in the field of extracurricular activities. The methodology of training in modeling extracurricular interaction focuses on conducting interactive classes aimed at modeling real situations of extracurricular pedagogy. The methodology of reflective-analytical case analysis involves working with cases that simulate complex pedagogical situations in the extracurricular environment. The methodology of mentoring and pedagogical coaching ensures the involvement of experienced teachers in individual support of future teachers in the process of preparing for extra-school work.

This article describes an evaluation of the Project-Based Learning (PBL) methodology implemented in the STEAM School of Universidad Europea in the Computer Engineering degree. The study raises research questions related to the perception of technical and soft skills acquired by students who used or considered PBL as their primary learning methodology compared to those who did not. Students’ motivation and adaptability to work after graduation have also been examined. The sample of students includes graduates from the last 20 years and therefore analyzes both the period in which the methodology was already implemented (from 2012) and some previous years. The study concludes that students who have identified or experienced PBL as their main learning methodology perceive a better acquisition of technical competencies and some soft skills, as well as better motivation and adaptability to the work environment.

Digital portfolios have become an essential assessment tool in project-based and student-centered learning environments. Unfortunately, students exert minimal effort in creating digital portfolios because they find the writing component unchallenging. This issue is concerning since existing research predominantly focuses on the use of pre-existing platforms for building digital portfolios. With this concern, there is an opportunity to explore more challenging approaches to digital portfolio creation. Consequently, this study employs a project-based learning (PBL) approach within a website design and development course, where 176 undergraduate students completed weekly coding tasks culminating in a self-coded digital portfolio. Using a one-group posttest-only research design, data were collected through a structured questionnaire that included demographic items and validated scales measuring learning effectiveness and ownership of learning. The survey was administered electronically after students submitted their digital portfolio projects. The results reveal that device ownership shows only weak associations with students’ perceptions, while internet connectivity and self-reported academic performance demonstrate stronger relationships with engagement and ownership of learning. Additionally, prior experience with digital portfolios positively influences students’ engagement, motivation, and ownership of learning. Implications of these findings are discussed for supporting the integration of digital portfolios into technical disciplines. Overall, this study contributes to the literature on PBL methodology, expands our understanding of digital portfolio integration, and underscores the significance of student-centered pedagogies.

This article presents the initial application of the Project-Based Learning (PBL) model in an undergraduate Production Engineering course at Fluminense Federal University, at the Petrópolis School of Engineering. Initially, the main models found in the literature for studying goods and services transformation processes are identified (Slack, 2013). Subsequently, through a case study, the guiding concepts and principles of the course are presented, along with the skills and abilities developed in students, the structure of its pedagogical project, and the integration of PBL with the course's curricular structure. This integration occurs through a group of courses that use the PBL methodology and another that adopts the conventional methodology, with the support of thematic laboratories that provide support. The main results highlighted are: the desired profile of attributes that constitute the overall course conception, the proposed curricular organization, and the initial implementation model of the Project-Based Learning approach.

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

This chapter describes how a methodology of Project-Based Learning (PBL) has been implemented in a third-year English course in an online undergraduate program offering a certificate in Tourism at the University of Burgos. We decided to adopt a methodology based on projects since it is a type of learning that it is developed as a result of the effort that students make to create a project. The subject was divided into six different modules and for each of them students had to complete tasks that would be part of the final project, for which they had to design the business plan of a hotel or other type of accommodation that incorporated the tasks of the entire course. After the delivery of the final project, students were interviewed via Skype to assess their opinions regarding the subject, since it was the first time it was developed in a virtual environment. According to students’ answers, this methodology allowed them to successfully acquire in an integrating way linguistic and thematic knowledge of the field of Tourism and to learn autonomously as well as in groups.

This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master’s degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as ‘Design and project’, ‘Teamwork and leadership’, and ‘Effective communication’, which were evaluated with rubrics. However, according to the students’ perception, other skills, such as ‘Comprehension and integration, analysis and problem solving’, ‘Knowledge of contemporary problems’, and ‘Planning and time management’, were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers’ feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale.

The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.

The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies.

The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.