Abstract

This article presents an approach to enhance active and collaborative learning spaces in engineering education. The proposed strategy is a result of reflective observation of the stated output competencies and past experience. As a consequence, the course program has been reoriented to achieve the intended outcomes, in a framework of methodological strategies. The proposed methodology is focused on a group-based design project whose goal is, in our case study, to design strategies to managecritical production equipments of actual production plants. This approach includes the blend of several support techniques like: problem-solving centred classroom sessions, cutting edge research homework directly related to the real needs of the visited plants, oral presentations before classmates and external experts, extensive use of information and communication technologies (ICT), and development of concept maps. The methodology develops skills which are pertinent to new engineers in a professional environment such as: objective decision-making, team working, autonomous learning, conflict handling, and presentation and defence of initiatives. Working with several companies allows students to better understand industrial needs and constraints. The whole learning process effectively supports contextualization of concepts discussed in the classroom and provides an appropriate environment for meaningful learning. The initiatives were assessed through surveys completed by the key players in the process: students, maintenance engineers of the plants under analysis, and external experts. Results show that the application of the approach presented here is successful according to selected criteria.